It lies not in simply handing children more books, but in transforming reading from a solitary activity into a social experience.
As part of the Open University’s Key Stage 3 Reading School Programme, we explored what truly motivates young people to read.
Our findings revealed two critical factors: limited knowledge of contemporary young adult literature among teachers and parents, and insufficient opportunities for students to share their reading experiences with others.
The Scottish Book Trust discovered a significant barrier: teenagers perceive reading as isolating. At a time when socialising becomes increasingly important, young people see reading as something that takes them away from connecting with friends and family.
Our initial pupil survey in October 2024 confirmed this. Half of students felt that adults in school weren’t interested in their reading, and only 5% enjoyed discussing books with staff. The message was clear: reading felt lonely.
We made reading for pleasure a whole-school priority, beginning with staff development.
Teachers across all subjects received training on contemporary young adult literature and how to engage students in conversations about books. Staff participated in audiobook series and created library review cards, demonstrating that when adults are knowledgeable and enthusiastic, students respond.
When we surveyed students again in May 2025, the response rate had nearly doubled, and crucially, social reading opportunities emerged as the most popular strategy. Peer recommendations and group reading projects topped the list – a dramatic shift from our October baseline.
One of our most successful initiatives was partnering with Coram Beanstalk to establish Reading Buddy Programmes.
Year 7 students paired with Year 9 reading buddies, creating near-peer mentoring relationships. Students appreciated reading aloud and listening to stories together, building confidence with someone close to their own age. Importantly, this motivated them to read independently outside school.
We’ve extended this work beyond our walls, inviting neighbouring state schools to participate in training. Independent schools like ours are well-positioned to pilot such approaches and share expertise with the wider educational community.
Reversing the decline in reading for pleasure requires investment in dedicated leadership roles, professional development, and cross-sector collaboration. All educators must understand the benefits of reading for pleasure and share responsibility for fostering it.
The evidence is clear: when young people see reading as a social activity, when they can discuss books with knowledgeable adults and peers, they choose to read.
It’s not about forcing books on children – it’s about creating conditions where reading becomes an irresistible part of their social world.
- Dr Emma Hayward is an English teacher and senior school reading coordinator at Channing School, Highgate.
