How to Engage Reluctant Readers in School

In this blog, you will learn:

• What reading reluctance is and why it is a growing problem in schools.
• Why students are reluctant to read and how to improve it.
• How to foster a love of reading.
• Discover more about our education recruitment services.

Reading is a vital skill that supports learning and lifelong success, but sadly, many children are not interested in books. Whilst some students face difficulties in developing literacy skills, others simply don’t want to read. Amongst many factors, digital distractions and limited access to engaging material are often to blame for a lack of reading interest. 

To combat this, educators must implement classroom strategies that foster a love of reading.

From creating a reading corner to visiting a local library, this blog explores how Teachers can engage even the most reluctant readers and develop a life-long love for books.

What is reading reluctance and why is it a growing problem in schools?

According to a survey of 71,351 pupils by the National Literacy Trust (NLT), since 2005 there has been a 26% decrease in the number of children who read daily in their free time.

To improve this statistic, it’s important to determine whether students are just reluctant to read or are struggling to do so. Students who face challenges with reading, may need individualised support to access appropriate books, overcome literacy obstacles and have regular opportunities to read.

On the other hand, reluctant readers can often read to a good standard, but choose not to exercise their ability. A reluctance to read is a growing concern in schools, with students facing digital, social and cultural distractions that deflect their attention from books.

Reading reluctance can lead to lower academic achievement, limited vocabulary and reduced concentration. Over time, it can also negatively impact long-term educational and social outcomes, as well as affect language development.

Why are students reluctant to read?

Reasons why students are reluctant to read include:

• Competition from digital distractions such as phones, iPads, computer games and online media.
• Limited engagement with available reading materials.
• Difficulties with reading stamina or literacy skills.
• A preference for fast-paced entertainment and instant gratification.
• Limited access to appealing books.
• Frustration caused by difficulties with decoding (sounding out words) or comprehension (understanding meaning).
• A lack of reading role models.

How can Teachers improve reading reluctance and foster a love of reading?

Ways for schools to engage reluctant readers, include:

• Engaging in inclusive reading activities.
• Creating a culture of reading for pleasure.
• Dedicating a cosy reading corner in the classroom.
• Visiting a library.
• Finding students’ preferred genres, authors and reading interests.

Engaging in inclusive reading activities

In early years, children's first engagement with reading is often through storytelling, role play and shared reading. For reluctant readers, Teachers can take advantage of this by offering activities such as phonics and physical play, as well as using different materials and resources to engage learners.

For example, story stones is an activity in which children use stones with images or words painted on them to order and retell a story. This helps students develop characters, settings and events while encouraging creativity and original storytelling.

Educational games and activities help students feel included and motivated to read. They also build valuable skills, including language and vocabulary development, as well as stronger listening and attention.

By pairing reading with creative activities, Teachers can boost students' social and communication skills and foster a love of reading. 

Teachers can also encourage students to read to others and offer incentives by hosting a reading challenge or competition. This can build confidence in reading capabilities and empower students to read more.

Creating a culture of reading for pleasure

According to the National Literacy Trust, in 2025, 1 in 3 children and young people aged 8 to 18 said that they enjoyed reading in their free time. Creating a culture of reading for pleasure can help children identify reading as an enjoyable and meaningful experience. To do so, Teachers should celebrate reading at all times, not just when it is used to reach an academic goal. 

Teachers can also support positive reading experiences by encouraging students to discuss the importance of reading and how it makes them feel.

When students read for pleasure, they pay closer attention to what they’re reading, which can build a love of books that lasts long after school ends. By promoting reading as a valued and enjoyable activity, more children can develop confidence, curiosity and a positive relationship with books.

Dedicating a cosy reading corner in the classroom

Reading corners can help students develop a love of reading by giving them a dedicated space to read, act out stories and talk about their favourite books or authors.

Having a reading corner in the classroom provides opportunities for students to look at books frequently and explore reading. This is especially important for schools that don’t have a school library and for students with SEND who benefit from quiet corners to regulate their emotions.

Reading spaces are essential and should feel calm and inviting for all students. With soft lighting, familiar props and a collection of books, reading corners can encourage children to practice independent or group reading. Schools could even run a book club with the reading corner making the perfect location.

Visiting a library

Library visits have the potential to strengthen children’s confidence around books and attitude towards reading. They also benefit students who may have limited access to books outside of the school environment.

If a school has a library, taking students on regular visits can be an effective way for them to discover what they enjoy reading.

For schools without a library, Teachers could organise a trip to the local library to give students the chance to explore different types of books and find texts that spark their interest.

Before their visit, Teachers should give students a lesson in library etiquette to support their reading journey and further develop their attitude towards reading.

Finding students’ preferred genres, authors and reading interests

According to the National Literacy Trust’s ‘Children and Young People’s Reading in 2025,’ 37.1% of young people who don’t enjoy reading said they would feel more motivated if they could find books to match their interests or hobbies.

A love of reading isn’t limited to books. There are many ways to encourage students to read, especially in their early years. Teachers can offer students a variety of reading materials including magazines, comics, audiobooks, short stories and diaries to match their interests and learning styles.

When students read material they enjoy, they are more likely to keep reading and take on more challenging texts. As a result, they often spend more time reading, strengthening their skills and improving overall performance.

It’s important that Teachers recognise students' interests and use stories that will hook children's attention, whether they’re into animals, gaming or fashion. Teachers can also encourage students to find and select their own books, giving them independence and control of what they read. Using high-interest, low-difficulty texts ensures reading feels accessible rather than overwhelming.

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