Inquiry · Opened 23 November 2025
Reading for Pleasure
From: Education Committee
What this inquiry is asking
Why have UK children stopped reading for pleasure, and what can schools, families, libraries, and publishers do to reverse it? The inquiry examines the causes of declining reading engagement across age groups and socioeconomic backgrounds, and tests evidence-based interventions that might rebuild reading as a cultural norm.
Status / emerging findings
- Reading for pleasure among children has collapsed: participation drops from 47% at Key Stage 2 to 29% at Key Stage 4, with girls reading significantly more than boys (39% vs 25.7%) and London outpacing Yorkshire (39.5% vs 28.6%)
- 800 public libraries closed in a decade, eliminating access for economically disadvantaged families; simultaneously, parental reading has declined (50% of UK adults now read for pleasure, down from 58% in 2015)
- A stark income gap exists: 77% of high-income families read daily to two-year-olds, compared to 32% of low-income families—driven by stress, time poverty, and parental confidence gaps, not awareness
- The curriculum actively discourages reading for pleasure by framing reading as a skill to be assessed rather than an enjoyable activity; schools rarely advise parents on fostering leisure reading
- Concrete interventions work: 'Playtime with Books' programmes deliver six months of progress in six weeks; the Dearne Valley model (£18,000) successfully de-siloed libraries, health, schools, and social workers around reading
Why it matters
Reading for pleasure is collapsing fastest among disadvantaged and older children, and the gap is widening intergenerationally as fewer parents model reading—but evidence shows cheap, targeted interventions in early years and schools can reverse it.
Tone arc
Started with neuroscience and cognitive evidence (February), shifted through charity-led diagnosis of systemic causes (March), then moved to parental barriers and early years criticality (May), concluding with cross-sector consensus on solutions including library reinvestment, curriculum reform, and targeted family support.
Themes
Key witnesses
Professor Teresa Cremin CBE (literacy and education), Jonathan Douglas (National Literacy Trust), Annie Crombie (BookTrust), Frank Cottrell-Boyce (Children's Laureate), Professor Christine O'Farrelly (University of Cambridge), Rebecca Sinclair (Publishers Association), Meryl Halls (Booksellers Association), Frank Young (Parentkind)
Reports & Government Responses
Report · 17 July 2026 · HC 150
Witness sessions
Oral evidence · 3 February 2026 · HC 1528
Session 1 of 8Professor Teresa Cremin CBE; Dr Helen Hendry; Professor Jessie Ricketts; +2 more
Oral evidence · 3 March 2026 · HC 1528
Session 2 of 8Oral evidence · 3 March 2026 · HC 1528
Session 3 of 8Oral evidence · 13 May 2026 · HC 150
Session 4 of 8Frank Young; Professor Christine O’Farrelly; Julie Cigman; +3 more
Oral evidence · 13 May 2026 · HC 150
Session 5 of 8Victoria Dilly; Professor Robert Eaglestone; Dr Roger McDonald; +3 more
Oral evidence · 19 May 2026 · HC 150
Session 6 of 8Frank Cottrell-Boyce; Rebecca Sinclair; Meryl Halls; +5 more
Oral evidence · 19 May 2026 · HC 150
Session 7 of 8Oral evidence · 2 June 2026 · HC 150
Session 8 of 8
Themes & actors
Topics across publication summaries
Top organisations & named entities
- Helen Hayes·1 reference
- Olivia Bailey MP·1 reference
- Jonathan Douglas·1 reference
- Frank Cottrell-Boyce·1 reference
- Ellen Broomé·1 reference
- Onyinye Iwu·1 reference
- National Literacy Trust·1 reference
- Department for Education·1 reference
Source · parliament.uk inquiry record ↗