The National Year of Reading 2026 | Series 1, Episode 33

Episode 33 transcript

The UK National Year of Reading 2026: What It Might Include and What Educators Hope It Achieves

In response to declining reading habits among children and teenagers, the government recently announced plans for a National Year of Reading in 2026. This initiative comes at a critical time, as studies show only about a third of young people aged between 8 and 18 currently read for enjoyment.

Recent data shows children’s reading enjoyment dropped sharply between 2023 and 2024, with boys experiencing a particularly significant decline. In 2024, only 28.2% of boys aged 8–18 reported enjoying reading, down 12.3 percentage points from the previous year, compared with a smaller decline of 4.8 percentage points among girls.

The government’s goal is to reconnect families and young people with the value of reading. Officials stress its wide-ranging benefits, including academic success, emotional wellbeing, improved employment opportunities and stronger social connections. Long-term studies consistently link regular reading during childhood to higher earnings and better job prospects later in life.

One key area that educators hope the campaign will tackle is the current mismatch between what children genuinely enjoy reading and what adults, including publishers, parents, and school leaders, choose to promote. According to classroom teachers we’ve spoken to, publishers frequently market books that fail to capture children’s genuine interests. Similarly, parents sometimes buy books that children feel obliged to read rather than excited to read. A survey of our teachers’ focus group highlighted that addressing this mismatch should be a priority.

School librarians and teaching staff we’ve spoken with say there needs to be greater input from children themselves in deciding what books are published and made available. They advocate for the publishing industry to become more responsive to young readers’ actual preferences. By involving children’s voices directly in manuscript selection and publication decisions, they believe the campaign could significantly boost children’s enthusiasm for reading.

Schools already adopting student-centred approaches have noted greater reading engagement. Educators emphasise the value of allowing pupils to choose their reading materials and share personal recommendations. Schools we’ve liaised with recently also report success when they set up student reading councils or peer-recommendation groups, helping shape classroom book selections, school library purchases and activities.

Classroom practitioners highlight the importance of inclusive and accessible reading materials. Picture books, graphic novels, audiobooks, and bilingual editions are particularly effective for engaging less confident readers or those learning English as an additional language. Wordless picture books are also praised for giving children the chance to discuss stories freely without language barriers, helping build confidence and improve literacy skills.

Alongside core literacy skills, educators are keen for the campaign to highlight reading’s broader emotional and educational benefits. Activities such as shared reading, book clubs, poetry workshops, creative writing tasks based on texts, and drama sessions can instil empathy, creative thinking, and emotional understanding. Many classroom practitioners feel strongly that reading should be celebrated as a cultural and enriching experience, rather than simply as preparation for exams.

Community involvement will play a central role in the campaign. Teaching staff welcome the idea of community reading champions, who could include local volunteers, parents, business employees, or even older students. These role models can help motivate children, particularly in areas with lower book ownership or literacy levels. The government has already committed to distributing thousands of books to communities that need them most.

The campaign also faces the challenge of making reading appealing in a digital age. Publishers and campaign organisers recognise that traditional books compete directly with screens, streaming platforms and AI-driven entertainment. Educators hope the Year of Reading will embrace modern formats such as audiobooks, podcasts, interactive online stories, and immersive augmented reality experiences. To fully integrate these resources, schools are likely to need additional training and support.

Educators we’ve spoken to stress the importance of sustained investment for the long-term success of the campaign. Many point to recent cuts in public library funding and limited school library budgets as major barriers to developing children’s reading habits. Without reliable funding and resources, the campaign risks having only a short-term impact.

Ultimately, classroom practitioners hope the National Year of Reading will spark lasting cultural change. If publishers, libraries, schools and parents genuinely listen to children’s reading interests, the campaign has the potential to significantly improve reading engagement across the UK. By placing children’s voices at the centre of this initiative, 2026 could become a turning point, creating a generation of readers who see books as relevant, accessible and exciting.

Further Reading

• National Year of Reading 2026 official website – Official campaign site with aims, news updates, resources, and how to participate.
• National Literacy Trust on why reading boosts children’s life chances – Article explaining how early reading at home improves children’s academic and social prospects.
• Society of Authors’ response to the National Year of Reading – Writers’ organisation outlines support for the campaign, highlighting the role of authors in improving literacy.
• UK Government announcement on reading and children’s future success – Government press release emphasising parents’ involvement in children’s reading as key to educational outcomes.
• Bookmark Reading charity welcomes the National Year of Reading 2026 – Bookmark discusses how the campaign aligns with its mission to support children’s literacy.
• CILIP supports the National Year of Reading – Librarians highlight the importance of professional library services in encouraging lifelong reading habits.
• The Bookseller: UK book trade unites behind the National Year of Reading – Coverage of how publishers, booksellers, and authors are collaborating to make the campaign successful.
• University of Birmingham: Decline in children’s reading as a social justice issue – University experts examine how reduced reading impacts disadvantaged communities.
• Independent opinion article on how reading shapes children’s educational outcomes – Commentary linking regular childhood reading to long-term educational success and social mobility.
• Cressida Cowell introduces the National Year of Reading 2026 – Children’s author and literacy advocate outlines her hopes and aims for the campaign.
• Bridget Phillipson MP discusses the National Year of Reading – Education Secretary outlines government intentions for the year and the broader reading strategy.