Dear fellow ELA teacher, I know that one of your biggest challenges is finding the perfect book for your students. Selecting a truly meaningful text is a mission every teacher takes seriously: important, yet often not simple. In this article, I want to share why Someone to Run With is a book I highly recommend for high school students. I follow a criterion famously expressed by C.S. Lewis: a book that is not worth reading at 50 is not worth reading at 10 either. Well, this book, I can say with confidence, is absolutely worth reading at 50.
A story that begins with a dog
David Grossman’s Someone to Run With begins almost by chance, with a summer job and a stray dog. Assaf, sixteen, shy and awkward, is tasked with finding the owner of a restless dog named Dinka. What seems like a simple errand quickly turns into a journey through the city — and into himself. Following Dinka, Assaf meets people, listens to stories, and slowly pieces together someone else’s life: Tamar’s.
Characters that stay with you
Assaf begins as a boy who prefers the shadows, hesitant to assert himself and cautious of conflict. Within his family and among his friends, he is often submissive, letting others make choices for him. This is most evident in his relationship with his “best friend” Roy: Assaf feels so constrained by Roy’s influence that he goes out with Dafi, a girl he has no real interest in, only because she is a friend of Meital, the girl Roy loves. Assaf struggles with the tension of bending to relationships he despises, afraid to risk losing the few connections he has. He dislikes competition and being the center of attention; he doubts that his dreams or his life hold any real value. In the face of aggression or challenge, he freezes, paralyzed and depleted.
Yet, step by step, guided by Dinka and the unexpected encounters along his path, Assaf begins to confront his fears — of violence, failure, and rejection — and discovers hidden strengths. He learns to listen, to act decisively, and to embrace courage in unexpected ways, revealing himself as thief, warrior, magician, and ultimately, a guardian.
Tamar, in contrast, has already chosen her path of bravery. She enters Jerusalem’s underworld determined to save her brother Shay, trapped by drugs and manipulated by the network of Pessah. Disguised as a street musician, she moves cautiously but decisively, risking everything. Grossman portrays her as fragile and strong at once. Tamar is complex: outwardly bold and vivacious, she hides profound vulnerability. Her wounds stem from family disappointments, the betrayal of friends, and the heavy responsibility she bears toward those she loves. Her extraordinary sensitivity collides with a harsh, unforgiving world, yet her diary — later discovered by Assaf — reveals her fears, careful observations, and quiet smiles, hinting at a depth she has not fully recognized herself.
And she knew, without the slightest illusion, that she probably did not fear these thoughts, nor did she run from them. Unlike him, who would glance and run, she would pause and reflect. In her diary, she gave voice to these sensations, speaking of the ranks of rats as if they were old acquaintances. Sometimes even with a smile. Assaf almost felt that Tamar took a peculiar pleasure in wading through them. And when he saw the page where she had written the word ‘anomalous’ a hundred times, as if for punishment, he felt like crossing it out with a big X and writing instead ‘rare.’
In this moment, Assaf sees Tamar in a way she cannot yet see herself. He perceives the courage in her gestures, the subtle strength in her choices, and the care in the smallest details. Her diary hints at a depth she has not fully acknowledged — but in Assaf’s eyes, she is not “anomalous”; she is rare, alive, and luminous.
Surrounding them, Grossman populates Jerusalem with unforgettable secondary characters: Shay, Tamar’s gifted brother trapped by addiction; Pessah, magnetic yet menacing, exploiting young people without mercy; and a vivid array of street performers, marginalized youth, and hidden corners of the city. In this thrilling and dangerous landscape, Grossman paints a Jerusalem that mirrors adolescence itself, full of challenges, temptations, and moments of unexpected beauty.
A book for them — and for us
Someone to Run With is suspenseful, sometimes unsettling, but profoundly humane. Grossman’s writing is lyrical, intimate, and unflinching: he gives voice to the full spectrum of Assaf’s and Tamar’s youth, courage, and vulnerability. What makes the novel extraordinary to me is that not everything resolves neatly. The characters face problems they cannot fix. Assaf and Tamar encounter others whose lives are fraught with pain or misfortune — Sergej, a boy struggling in ways they cannot repair; Shelly, a girl trapped in circumstances beyond her control; and even friends like Reli, whose hearts do not return love as they hope. Yet despite these obstacles, Assaf and Tamar act, confronting the challenges fate has placed before them. They make choices where they can make a difference: Assaf can help Tamar; together, they can assist Shay in overcoming his addiction and bring Pessah to justice.
At the heart of the story lies a meditation on human choice. After witnessing the selfishness and cruelty of others, Assaf and Tamar realize that true power resides in the decisions they make, in acting with courage, empathy, and integrity. Amid darkness, there are people striving for what is good — and for them, it is precisely for those people that life is worth living.
For students, this novel is more than an adventure: it is a window into the complexity of adolescence, a mirror for their own questions, and a lesson in responsibility, self-discovery, and love. With memorable characters like Teodora, Leah, and the luminous protagonists themselves, Someone to Run With handles delicate, often painful themes with purity and sensitivity, never resorting to gratuitous violence or melodrama. It is a story that can inspire young readers to take charge of their lives, recognize and nurture their talents, and understand what it means to care for someone else — even to the point of self-sacrifice. In its pain and its light, it is a small masterpiece, one I have cherished deeply, and I believe it will resonate with students from late middle school onward.
A recommendation for your classroom
If you are searching for a novel that will captivate your students while offering profound lessons in courage, empathy, and resilience, Someone to Run With is an exceptional choice. Consider assigning it this year and creating space for reflection, discussion, and personal connection. Your students will not only follow Assaf and Tamar through Jerusalem’s streets, but will also explore what it truly means to step into the world with courage, curiosity, and care.
Happy reading, happy teaching!
Chiara
