Reading for pleasure

This article by Matt Bromley first appeared in SecEd Magazine in June 2025. It is the first in a 2-part series.

Stories give meaning to our lives and make us who we are. They shape our self-awareness, thus helping us to make sense of personal experiences, no matter how complex or difficult. Stories can also have a profound impact on our behaviours, values, and attitudes – as well as on our very belief system.

Stories don’t just help us make sense of ourselves, though; they also teach us important lessons and convey complex ideas, thus helping us make sense of the world around us.

And stories help us connect with other people. When we hear a story, we often identify with the characters and their experiences, even if they are very different to our own. This connection can foster empathy and understanding, helping us appreciate different perspectives and experiences.

As such, reading for pleasure is not merely a leisurely pastime – it is a cornerstone of life-long learning and personal growth. Unlike the mandated reading tasks of school curriculums, where texts are often dissected for meaning and analysis, reading for pleasure invites an intrinsic, self-motivated engagement with stories, ideas, and knowledge.

This distinction is crucial, for it is through this voluntary immersion that we unlock a host of benefits that extend far beyond the pages of a book. There are several key benefits to reading for pleasure:

• Academic outcomes: Studies show that children who read for pleasure perform better in literacy tests and, importantly, across a range of subjects, including maths and science (OECD, 2010). Why? Because reading nurtures vocabulary, comprehension, and critical thinking skills. It broadens horizons, introduces new ideas, and sharpens the ability to make connections between seemingly disparate concepts – all of which underpin academic success.
• Emotional health and wellbeing: Books are a refuge, and act as a window and a mirror. They offer escapism, providing a window into other worlds and lives, but also reflect our own experiences, helping us to process emotions and navigate challenges. This duality is particularly vital for young readers, who are still developing their emotional literacy. Through stories, they can explore complex emotions in a safe and controlled environment.
• Social skills: Reading fiction has been shown to increase empathy (Billington, 2015). As readers delve into the lives of characters, they practise putting themselves in another’s shoes, understanding different perspectives and motivations. This is not just an academic skill but a societal one, fostering compassion and cooperation in a world that often feels divided.
• Cultural and historical awareness: Books are a bridge to other cultures, times, and places. They allow readers to experience history and geography through the eyes of those who lived it, cultivating a greater appreciation for diversity. In doing so, reading for pleasure builds a sense of connection to the global community and encourages curiosity about the world.
• Developing life-long habits: The joy of reading begets more reading. A child who finds pleasure in books is more likely to carry that habit into adulthood. This creates a virtuous cycle of learning, as adults who read are better equipped to navigate the complexities of modern life, from analysing media to making informed decisions.

Partnership

While reading for pleasure is a personal pursuit and thus is inherently self-driven, the role of schools and parents in fostering this love of books cannot be understated.

Our classrooms should brim with a variety of texts, catering to different interests and reading levels, and the school day should allow time for independent reading.

Parents and families, meanwhile, have a crucial role to play in modelling reading as a pleasurable activity and in creating a home environment rich in books and story-telling.

In a world dominated by smart screens and social media, where attention spans are constantly under siege, reading for pleasure remains a beacon of quiet contemplation and intellectual engagement. By nurturing a love for books, we can equip learners with the skills, not only to succeed academically, but also to thrive emotionally and socially.

How can we foster a culture of reading for pleasure?

Reading for pleasure is a hot topic with the government and the inspectorate championing its importance. But creating a culture of reading for pleasure is not merely about ticking boxes or fulfilling a curriculum requirement; rather, it is about igniting a life-long love of stories and knowledge, about helping learners discover the utter joy of losing themselves in the pages of a book.

To achieve this, we must move beyond the mechanics of literacy – important though they are – and focus instead on the magic of reading. Here are nine practical strategies to embed a culture of reading for pleasure in schools:

1, Build an inviting reading environment: A school that values reading should look and feel like it. Classrooms and communal areas should feature enticing book displays, comfortable reading corners, and walls adorned with book recommendations, quotes, and learners’ and staff’s reviews. The school library should be a hub of activity, stocked with a diverse range of books to cater for all interests and reading abilities. Importantly, the environment must signal that reading is not just encouraged but celebrated.

2, Allocate time to read: If we want children to read, we must give them the time to do so. We might designate daily or weekly sessions, perhaps in tutor time, for uninterrupted independent reading, where learners can select a book of their choice and read without the pressure of analysis or assessment. Teachers, too, should model this behaviour, demonstrating that reading is a pleasurable activity for all ages.

3, Widen the definition of reading: To foster a love of reading, we must value all forms of reading – novels, comics, graphic novels, magazines, blogs, and audiobooks. Recognising and celebrating a broad range of texts helps to dismantle the misconception that reading for pleasure must always involve literary classics or lengthy tomes. Every form of reading has its merits and can act as a gateway to deeper engagement with books.

4, Create a community of readers: Schools thrive when they foster a sense of shared purpose, and this applies to reading, too. We might therefore establish book clubs, reading challenges, or themed book weeks to bring learners together around a shared love of stories. We might encourage older learners to act as reading mentors for younger learners, creating a ripple effect of enthusiasm and fostering peer-to-peer learning.

5, Make reading social: Reading need not be a solitary activity. We might use class time to share books through read-aloud sessions, where teachers bring stories to life with expression and enthusiasm. We might organise author visits and virtual talks to inspire learners and deepen their connection to the world of books. Social activities such as these help learners to see reading as something vibrant and communal.

6, Empower choice and agency: One of the simplest ways to nurture a love of reading is to give learners autonomy. We should allow learners to choose their own books, rather than dictating what they must read. Of course, we should guide them with thoughtful recommendations, but we should also allow their preferences to lead the way. The more ownership they feel over their reading choices, the more engaged they will become.

7, Involve parents and families: The home environment is pivotal in shaping attitudes towards reading. We can support families by sharing tips on fostering a love of books, recommending age-appropriate reads, and hosting family reading events. A strong school-home partnership reinforces the message that reading is both valuable and enjoyable.

8, Celebrate successes, big and small: We should recognise and celebrate reading achievements in all forms. Whether it’s completing a first book, exploring a new genre, or contributing a book review, every step in a learner’s reading journey is worth acknowledging. Awards, certificates, or simple public praise can go a long way in building confidence and enthusiasm.

9, Embed reading across the curriculum: We should embed reading into every aspect of school life, not just form time and English lessons. Reading should run through the school curriculum like the letters in a stick of rock. For example, history lessons could involve historical novels, science lessons might explore biographies of great scientists, and art projects can draw inspiration from illustrated books. Showing learners that reading has relevance across all disciplines reinforces its importance and appeal.

Final thoughts

By embedding these strategies into daily school life, we can nurture a generation of confident, curious, and passionate readers. But be warned – a culture of reading for pleasure is not built overnight; rather, it takes persistence and a shared commitment.

It is a war of attrition, but it is worth fighting because the true power of reading lies not, or at least not solely, in the improved academic outcomes it might secure, but in the doors it might open to imagination, understanding, and the world beyond.

In the second half of this article next week I will explore the link between reading for pleasure and attainment, and how reading for pleasure can help us to foster a culture of inclusion and belonging in our schools.

In Part Two, Matt explores the link between disadvantage and reading for pleasure.