NAHT has submitted evidence to the Education Select Committee’s inquiry into Reading for Pleasure, setting out why urgent action is needed to reverse a long-term decline in children’s enjoyment of reading.

Despite schools’ sustained efforts to improve literacy and reading standards, evidence shows that reading for pleasure among children and young people is at its lowest level in 20 years. This matters not only for educational outcomes, but also for children’s well-being, confidence and long-term engagement with learning.

Our submission draws on national and international research, as well as the professional experience of school leaders, to highlight how wider system pressures, including curriculum overload, high-stakes accountability and limited time in the school day, can unintentionally squeeze out opportunities for children to read for enjoyment.

Key issues covered in our submission

The evidence we submitted focuses on several core areas:

• The benefits of reading for pleasure, including its positive impact on children’s mental health, well-being, academic outcomes and engagement with learning.
• The scale of the decline in reading enjoyment, particularly among boys and primary-aged children, and how England compares internationally.
• The impact of curriculum and assessment pressures, including the risk that an overly rigid focus on phonics and high-stakes testing can undermine children’s motivation and confidence as readers.
• The role of screen time and technology, recognising both the challenges posed by excessive screen use and the potential for digital formats to support inclusive reading experiences.
• Equity and access, including the growing importance of schools and libraries for children who lack space, resources or encouragement to read at home.
• The importance of time, with evidence showing that overcrowded curricula leave little room for children to read for pleasure during the school day.

What NAHT is calling for

We are clear that restoring reading for pleasure requires system-level change, not simply additional expectations on schools.

We are calling for:

• Time and space in the school day for children to read for enjoyment.
• A curriculum that is teachable within available time, allowing room for wider reading and enrichment.Equitable access to books, libraries and welcoming reading spaces for all children and young people.
• Greater trust in schools and school leaders to use their professional judgement to foster a genuine love of reading.

What happens next

We will continue to use this evidence to engage with parliamentarians, policymakers and sector partners, pressing for reforms that support both high standards and children’s enjoyment of reading.

Read NAHT’s full submission to the Education Select Committee