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As part of my PGCE interview in November, I was asked to bring a fictional text that I felt should be taught to a mixed-ability, Key Stage 3 English class. After looking through a handful of school curriculums for English and not finding anything that stood out to me, I decided to take a risk. Steering away from classics such as John Steinbeck’s Of Mice and Men and Shakespeare’s The Tempest – two texts that frequently appear within Key Stage 3 English curriculums – I instead opted for a modern novel called Ghost Boys by Jewell Parker Rhodes. This novel addresses the topic of racism and prejudice amongst secondary school-aged children today.
Thankfully, the risk paid off. The interviewer was impressed that I had chosen a book that would allow for both sensitive and considered discussions on such current and important topics. However, I was surprised that the interviewer was unfamiliar with this text. This made me wonder – if current educators are unaware of such relevant books, how can we expect students to develop a genuine love for reading them? Since then, I have continuously reflected on the English curriculum’s influence on the next generation’s enthusiasm for reading and whether schools are doing enough to ensure it meets the needs of their current students.
It won’t come as a surprise that reading enjoyment is in decline. The National Literacy Trust reported that in 2024, only 34.6% of children and young people aged 8 to 18 said that they enjoyed reading in their free time, an 8.8% decrease since last year.
These are worrying statistics. Curriculum leader for Key Stage 3 English, Hannah Grace, has importantly stated that children who choose to read for pleasure experience better academic outcomes as well as greater improvements to their mental health and wellbeing. Additionally, with the current increase in student mental health issues, it is more important now than ever before that schools reclaim positive attitudes towards reading.
So, what should be the main focus?
Firstly, designing an English curriculum that excites current students is one way to reignite the reading spark. Students would greatly prefer to read something that recognises them as individuals, allowing them to learn about themselves during a time when everyone and everything around them is constantly changing. Secondary-aged students do not find this in Animal Farm or An Inspector Calls. If the books read in the English classroom are not exciting or engaging to them, this will have a drastic impact on their overall opinion of and commitment to reading outside of the classroom.
This is not to suggest that these texts lack importance, and as a student of English I feel like I should not be suggesting alternatives, but perhaps this exact feeling is part of the problem. Even though these books still speak of humanity and empathy, and allow us to criticise our past, they are limited in their perspective. Most importantly, these are not the narratives or perspectives that are exciting our current students.
To tackle this, creating conversations with students is vital. By actively engaging with students to understand what they enjoy reading, schools can build a curriculum that reflects their experiences, identities, and interests. While classic literature has its place, modern texts that explore contemporary social issues, diverse voices, and relatable themes will resonate more with students who have felt underrepresented in the current English curriculum. This has been reiterated by Penguin Random House, alongside authors Malorie Blackman and Pat Barker, who are urging for “a curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented.” Additionally, allowing students to have an input when considering new texts for the curriculum gives them more agency over their learning and will assist the development of an increasingly positive experience regarding reading within the classroom.
Beyond curriculum choices, schools must also focus on accessibility. Many students are not reading because they do not have easy access to books that interest them. School libraries, once a fundamental environment for independent reading, have suffered funding cuts across the UK, leaving many students without a dedicated space to discover new books. Government investment in school libraries – ensuring that they are not only well-stocked, but also inviting – would send a clear message that improving reading engagement is a national priority.
Literacy has also been directly impacted by lower reading engagement. In 2024, the Labour government’s agenda recognised the importance of literacy, with their manifesto outlining their aims to improve reading levels by “boosting early language skills and spotting children who need support sooner.” However, there is a recognisable lack of similar focus for secondary-aged students, where reading engagement continues to decline. Therefore, schools must consider the reasons behind their students’ disengagement with reading, both inside and outside of the classroom, and explore proactive ways to rekindle their interest.
A noticeable reason for this disengagement is the inevitable, and increasingly rapid, rise in the use of technology amongst young people. Turning to a screen has proven to be both a passive and easy source of entertainment, and one that does not require as much mental focus as reading does. Reading for pleasure has become viewed as a chore, but if schools can introduce students to ways that combine technology with reading, this might improve current engagement rates.
Rather than positioning books and screens as opposing forces, encouraging the use of audiobooks, e-readers, and interactive storytelling or literacy apps could bridge the gap between digital entertainment and traditional reading. If students are drawn to screens, why not use this to an educational advantage? Schools could make use of digital platforms to provide accessible and engaging reading experiences, helping students rediscover a love for reading in a format that feels natural to them.
The future of reading is in our hands. We cannot expect students to find joy in literature if the English curriculum isn’t meeting their current needs. It is essential for schools and the Labour government to collaborate, reassess the curriculum, and take proactive steps to ensure it reflects the interests of students. Only then can we ensure that reading remains a valuable, relevant, and enjoyable part of their lives, both inside and outside the classroom.
Edited by Nikol Kutsovska
Image: Masterpieces, by Doug Coldwell, March 2010 //CC By 2.0
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