Teachers Reading Challenge 2022: living and breathing reading in South Ayshire

Photo of three children reading a book. The middle child is wearing school uniform.

In January 2023, The Reading Agency spoke to Ashley G., a primary teacher working with P6/7 pupils in South Ayrshire about her experience of taking part in the Teachers’ Reading Challenge. Ashley G. took part in both 2021 and 2022, reading well over the number of books she had set herself to read and gaining two silver badges in both years of the Challenge. We spoke to Ashley about how she translated her own love of reading into pedagogical practice, expanded her knowledge of children’s and young people’s texts and embedded reading for pleasure across her whole school as a result of taking part in the Challenge.

Although always having been an avid reader, Ashley explained that translating this into her own work with children only truly became a priority following her discovery of the Teachers’ Reading Challenge.

‘This has been a game changer for me as a teacher. This led me to research Reading for Pleasure, book training sessions on it and complete the Open University badged course. All of this sparked something in me and I’ve spent the last year working on initiatives in school to promote a Reading for Pleasure culture and reading a ridiculous number of children’s books!’

Since first taking part in 2021, Ashley has embedded a variety of initiatives in her school aimed at engaging children in reading for pleasure. These include taking the children to the mobile library every month (when it is scheduled to visit the village) and liaising with South Ayrshire Library Services to provide every child with a mobile library ticket and access to ebooks and audiobooks through the Libby app (online library service).

‘The children can access Libby at school and at home and it is now a well-used and well-loved resource. Access to Libby has also helped to tackle barriers to reading for some of our pupils who were experiencing difficulty reading books at their interest level and were being put off reading by this. Furthermore, for pupils where they don’t have access to a lot of books at home (as long as they have access to a technological device at home eg. phone, tablet, laptop) this free app provides an opportunity for them to read or listen to a wide selection of modern children’s books at home without cost implications for parents which is so important. Money should never be a barrier to children’s reading, and I feel this is even more important currently given the cost-of-living crisis we are all experiencing.’

Another initiative is running a Reading for Pleasure session for the whole school every Friday afternoon, where students can read in a quiet room or participate in shared reading and book talk with their peers. The school has also hosted family ‘Booknic’ events inviting parents, carers and other family members into the school to read together, building an awareness amongst children and young people of reading as something that everyone can take part in and enjoy, both at home, at school and elsewhere.

‘Engaging the children in school has been going well as it’s a small school and because they get the enthusiasm from staff they are all responding well, even children who are reluctant readers.  Engaging families can be more difficult as we appreciate time demands on parents can make it difficult for them to find time to read with their children.  We invited them in for a Booknic back in October which was well attended and received positive feedback from parents and we ran one again the week of World Book Day.  In our infant class we have just started sending home a RfP [Reading for Pleasure] bookbag for the weekend with a little hot chocolate and mini marshmallow pack and requesting a little photo uploaded to Seesaw with potentially a little review of the book/books or their child’s thoughts on it and we will monitor engagement of this. (…)  Next step I’d like to explore inviting parents to come when the mobile library is at the school to choose a book with their child.’

By expanding her knowledge and reading more of the recently published and trending literature that pupils were interested in themselves, Ashley was better able to engage in book talk and was more confident in recommending texts to pupils. As part of a broader approach to diversifying both hers and others’ knowledge of children’s and young people’s texts, Ashley has also started an Open University Teachers’ Reading Group in South Ayrshire, got the school involved in a Diversifying Reading project with Oxford University Press and joined a Racial Literacy Working Group.

‘I adored reading as a child and when I had my own children I wanted them to have that same love of reading but as they grew older and we moved on to reading chapter books I would choose books I had enjoyed reading at their age and came to realise they just weren’t enjoying them as much as I had. So I knew I had to do some research to ensure they maintained their love of reading. That was why when I saw the Teachers’ Summer Reading Challenge I signed up straight away. I also joined Twitter and started following accounts suggested for children’s literature (which I would highly recommend), visited libraries and charity shops and sourced different types of books from different authors and with a variety of characters.(…) I now feel really confident recommending books to pupils throughout the school and they often read the same ones I have and we chat about them. Class novel choices have also been improved due to my knowledge of current authors and the children have really engaged in the books they’ve chosen from my selection.’

When asked about the best new title she had discovered as part of the Challenge and why it resonated, Ashley selected two texts with main characters that reflected different life experiences, pointing to the importance of representation within children and young people’s literature.

‘Amari and the Night Brothers’ because it’s an exciting, fantasy adventure book where the main character is a black girl. So often in this genre the girl is a side character, but instead here was a great female main character which was so refreshing. Also, although it’s a small village school I work in we have a very diverse pupil group and I loved the fact this book included a wide variety of characters with good representation of other ethnicities. This book and its sequel ‘Amari and the Great Game’ have been so popular in my class and we’re now eagerly awaiting the third book which is due to be published in September this year.’

‘Another was Ella on the Outside by Cath Howe, as the main character had eczema. I would have loved to have read a book that featured a character with eczema when I was growing up as I suffered quite badly with eczema myself. Most of the years I was in primary school I was admitted to hospital for a week or so to get it back under control.  So I feel this book would have been comforting for my younger self to have read, and it would have been helpful for educating other children on eczema. I always felt really aware of how my skin looked to others at school and (like in the book) some children were nasty about it.’

Ashley also told us about how the Teachers’ Reading Challenge had informed her work with pupils with different reading levels, providing her with the confidence and the resources through which to engage more reluctant readers.

‘One pupil told me that I wouldn’t be able to find books they would enjoy, but I managed eventually. The first I found that he enjoyed was ‘The Humiliations of Welton Blake’ by Alex Wheatle and that then gave me an idea of the types of books he was likely to enjoy. I researched websites for recommendations ‘if you liked this book/author you might enjoy…’ and I took to Twitter asking for recommendations from others too. Eventually I came across Anthony McGowan’s ‘The Truth of Things’ (which includes three novellas). I ordered my own copy, read it and gave him my copy. The student has now read all three novellas, followed it up with the fourth instalment ‘Lark’ and has recommended them to another student in my class who has now also read all three novellas and is currently reading ‘Lark’. I have now sourced similar novels by a different author for them to try to ensure I maintain their current level of enthusiasm.’

‘Other more reluctant readers have really enjoyed the ‘Dog Man’ series and ‘The Bad Guys’ series we recently purchased for our school library. One pupil in particular has really engaged with graphic novels and has read every book we have in these series and researched to find out if there were any more she hasn’t read yet for us to purchase. She has also enjoyed the ‘Smile, Sisters and Guts’ set by Raina Telgemeier and is currently enjoying ‘When Stars are Scattered’ by Victoria Jamieson (on my recommendation). She now feels so passionate about reading she takes books out to the playground, constantly requests more daily reading time and has shared her book recommendations in whole school assemblies (at her request!).’

For other professionals working in the education and literacy sectors who might be feeling uninspired, Ashley recommended reading up on new and relevant texts through Twitter, signing up for The Open University’s newsletter (which often details relevant free training and webinars), joining one of the Open University’s Teachers’ Reading Groups (TRG), joining the Teachers’ Summer Reading Challenge and reading and logging as many books as possible. Ultimately though, Ashley explained that engaging children in reading hinged on being a reading role model herself – translating her love of reading into the classroom:

‘By expanding your knowledge of children and young people’s literature you’ll gain the confidence to do this (…) It’s really helped my pupils knowing how much I love reading. We’re a small school, with about 70 pupils, and I’ve taught the vast majority of the pupils at this point (…) There are two Mrs G’s at my school and they refer to me as Mrs G. the book teacher! They know I live and breathe reading and many of them are beginning to do so too.’

When asked about future plans, Ashley explained she would be taking part in the Teachers’ Reading Challenge in 2023 and was already exploring ideas for examples of pedagogical practice to submit to The Open University so as to gain her Gold badge.

Summer Reading Challenge: Reach and Engagement 2023

We reached 699,208 children through the Summer Reading Challenge in 2023!

The 2023 Summer Reading Challenge: ‘Ready, Set, Read!’, delivered in partnership with libraries and the Youth Sport Trust, once again brought the fun and benefits of reading to families across the UK. We saw fantastic increases in children’s participation and engagement in the Challenge, with more children visiting their local library to take part, as well as more children taking part online.

Participating library branches (3,159) across 92% of library authorities in the UK saw a surge in the number of children’s book loans over the summer, supported by a cross-authority approach to delivery in 34 public libraries. This new partnership model ensured many more children and families living with disadvantage were able to take part, and helped contribute to an increase the number of children’s book loans over the summer.

More children took part in the Challenge than in the previous year

685,821 Children took part in Ready, Set, Read!, including:

  • 635,115 library starters (+4% on 2022)
  • 50,706 online starters (+7% on 2022)

13,387 additional packs were gifted by libraries to foodbanks, schools, HAF providers and others

More children joined their library and read more books during the holiday

  • 133,697 New library members (+42% on our pre-pandemic total in 2019)
  • 329,166 Children received a certificate of completion from their library or completed online (+6% on 2022)
  • 14,084,931 Total books, including eBooks and audio titles, read and issued through libraries (+10% on 2022)

1,106 parents and caregivers told us about the difference the Challenge made to their children who took part…

  • 80% read more over the summer holidays
  • 75% enjoy reading more
  • 72% feel more confident reading
  • 70% improved their reading skills
  • 58% visited the library more as a family
  • 52% felt more relaxed
  • 34% felt more connected to others
  • 43% felt better

Digital Reach

  • 3,706,561 page views and 657,232 visits to the Summer Reading Challenge website
  • 549,936 Total reach of posts on the Summer Reading Challenge Facebook page
  • 10,336 Total engagements with our Facebook posts

“I found the Summer Reading Challenge made me read more books and spend more nights reading books with my Dad. It made me feel relaxed.”

Boy, aged 8-9 years old

“My daughter is not a confident reader and is behind with her reading according to her age. It was great to be able to select books from the library that she felt confident with and to see her pleasure in finally achieving because of her reading.”

Parent/caregiver of girl, aged 6-7 years old

“A great initiative to motivate children to keep reading over the summer and promote library services(…) the activities we run alongside the challenge are the ideal opportunity for them to meet new friends and build their social skills.”

North Tyneside Libraries

Download the document.

The Summer Reading Challenge and Libraries: Abeeha, Ariba and Aamna’s story Story

We believe reading transforms lives. This Libraries Week, we’re looking at how libraries play a key role in encouraging children to read. We went to Abraham Moss Library in Manchester to hear from children and their families how the Summer Reading Challenge has empowered their reading.

Abeeha’s Story

4 year-old Abeeha lives with her mother, Noreena. This is her first year taking part in the Challenge.

How many books have you read this year and what have you been reading?
Abeeha: Five books already. I’ve read all sorts.

And have you always used the library regularly?
Noreena: Before, I’d go to the town centre to Central Library, because during that time this library was closed. So, when I found out this library had opened, we came right away.
We came inside and she chose her books and Abeeha said, “I want to take part in the Summer Reading Challenge,” because she loves to read. She chooses her own books and she’s read seven this summer.

What has taking part given you as a parent over the summer?
Noreena: You know, sometimes in the summer vacations, the parents still need to do some work so it can be a big challenge for parents. But I focus on her activities, her sports and her books. She just reads herself or I read story and she listens. But now we’ve started the Summer Reading Challenge there is big improvement. She now sees the pictures and makes a story in her mind.

So you see a difference in her imagination?
Noreena: Yeah. When I ask her about the books, she’ll tell me about the shapes and colours and starts making her own stories from the pictures. It’s a big improvement.

Ariba and Aamna’s story

Ariba, Aamna and Faisal live with their mother Aisha in Cheetham Hill.

Is this your first year doing the Summer Reading Challenge? What do you think about the theme this year?
Aisha: They’ve been taking part every summer for about four or five years now, ever since they started reading.
Aamna: I like the theme because sports is fun and good for getting people to read.

And what do you like about being in the library?
Ariba: I like being in the library because there’s lots of books and there’s fun activities that I can do. I get to come and read new books. I love reading and I love being challenged.
Aisha: My children, they love reading. Because of Covid, they closed the bigger library and they were very upset, because the smaller library a lot less books. When this library [Abraham Moss Library] opened, they were so excited to come the first day and they were like, “yay, new books!”

The Summer Reading Challenge actually helped them a lot to stay motivated because they know they’re going to get the certificate if you read a set amount of books.
Aamna is so excited to get the certificate and the medal. Every year she gets it, but every single time she gets new one, she gets more excited. Even though she has loads of medals at home. But every year is a different year.

Has the Challenge helped them to try new kinds of books?
Aisha: Yes, it helps them to try different books. They try small books and big books and then review them – some they find very boring and others they say are amazing. It challenges them.

Each year the Summer Reading Challenge motivates over 700,000 children of all abilities to read for enjoyment over the summer holidays. If you would like to support us in helping more children to discover the joy of reading, you can donate here.

New Summer Reading Challenge Model sees dramatic increases in children’s library membership

Our new report summarises findings from the second year of the cross-authority pilot model of the Summer Reading Challenge. Run by The Reading Agency and delivered by public libraries, the Summer Reading Challenge aims to address the summer reading dip by encouraging 4-11-year-olds to read over the holidays.

In 2021 and 2022, we piloted a new model involving partnerships between libraries and other local authority teams, including education and public health. The goal was to extend the reach and impact of the Challenge for children living with disadvantage and those likelier to experience setbacks with their reading. The new evaluation report by Renaisi, supported with funding from Arts Council England, looked at results from 30 pilot areas in 2022 to identify effective approaches.

Key findings show:

The cross-authority model increased participation and engagement with the library service across pilot areas, and was effective in reaching pupils living with disadvantage as well as those who had not taken part in the Summer Reading Challenge in the past.

  • Over 212,000 children took part across pilot sites – a 29% increase from 2021 and an 11% increase from 2019 (pre-pandemic)
  • The proportion of boys participating in pilot sites was higher than in 2021 and 2019
  • Nearly 47,000 children became new library members – a 94% increase from 2019
  • The average number of new library members per pilot site (1,552) was three times the average across non-pilot areas (486)
  • Children read more books, felt more confident reading and enjoyed reading more, reflecting 2021 evaluation findings of statistically significant changes for children who took part in the Challenge compared with those who did not take part
  • 68% of surveyed schools agreed that the Challenge reached pupils living with disadvantage and 60% agreed that the Challenge had engaged pupils who had not taken part in the past

The report found that common barriers to reading engagement included parents’ own confidence with reading or a lack of awareness of local library services.

Through targeted outreach through schools and holiday programs, the Summer Reading Challenge successfully engaged disadvantaged groups, and pilot areas that were able to give all children automatic library membership increased uptake by bringing families into libraries. Partnerships formed between libraries and holiday activity providers also enabled access to the Challenge in wider familiar settings.

Some recommendations which came from the report for those delivering the Summer Reading Challenge included building on existing relationships and having strong data sharing agreements in place. The evidence also shows that helping libraries to share best practice and providing tailored resources also boosted delivery and uptake.

This strong evidence behind the cross-authority model in engaging children living with disadvantage will help us to shape plans from 2024 onwards as we focus on a wider rollout. We’re delighted that this pilot demonstrates how cross-sector collaboration and innovative approaches can promote reading and literacy.

Find out more about the Summer Reading Challenge here.

Earth Day: Environmental anxiety – what it is and what can we do

Earth Day: Environmental anxiety – what it is and what can we do

Preserving the natural world is important for the sustainability, prosperity and future of humanity. Part of that future undoubtedly involves the children and young people who will become tomorrow’s adults. Research shows that children and young people care deeply about the natural world. More than three-quarters of children and young people (78%) nationally said that looking after the environment was important to them, with 4 in 5 (81%) saying they wanted to do more to look after the environment.

However, children and young people across the world are also worried about climate change. In a world where natural disasters, like hurricanes, mass flooding and wildfire, are becoming more frequent it is easy to see why widespread worry about climate change is a legitimate daily concern for many. The physical impact of these disasters and climate change as a whole on people’s wellbeing and livelihoods is clear and well documented. The psychological impact that this pressing issue creates for individuals is, by contrast, a more subtle effect of the climate crisis. Despite this subtlety, anxious feelings about climate change, sometimes described as environmental or climate anxiety, are very real for those experiencing them, and it is important to provide the right support so that any potential impact on their wellbeing is lessened.

What is environmental anxiety?

So what, exactly, is environmental/climate anxiety? Who does it affect and in what ways? Climate anxiety is best described as feeling anxious, worried or tense about climate change. There is an important difference between the act of simply worrying about climate change and the negative impact that can be felt by those overwhelmed by anxious feelings around environmental issues. The Royal College of Psychiatrists tells us that it is, in fact, completely normal to have anxious feelings over current world affairs. Yet, issues arise when these feelings overwhelm, become hard to deal with and are detrimental to one’s mental health and wellbeing. These feelings can develop into a chronic and paralysing fear of environmental ‘doom’ which can disrupt an individual’s quality of life if they are not properly supported.

Although climate anxiety can be experienced by anyone, children and young people are the most likely group to be affected. One global survey measuring climate anxiety in children and young people (aged 16-25) revealed that:

  • 59% were very or extremely worried about climate change
  • 69% said they did not feel optimistic about the future
  • 67% said they felt afraid about climate change

In addition, almost half (45%) said their feelings about climate change negatively affected their daily life and functioning. This serves to highlight the importance of providing support to these children and young people that are experiencing climate anxiety and evidences that this issue goes beyond simply worrying about the future.

What can be done – tips and advice

So, what can be done to aid those experiencing climate anxiety? Research that examines effective interventions for this growing issue is currently in short supply. That being said, there are some tools and tips available to help guide parents, caregivers and educational professionals in supporting children. Some simple steps that can be taken are:

  • Talking to children and young people about how they are feeling and reassuring them that those feelings are valid, whilst reminding them that it is not their responsibility alone and the situation is not their fault.
  • Encouraging them to take action. This can help them to feel more in control of the issue. Remind them that any contribution, however seemingly small, is still helping to make a positive difference.
  • Encourage them to stay hopeful and connected to others. Encourage them to talk to others about the situation. The knowledge that many people are going through similar experiences and sharing your feelings with others can be reassuring.

Alongside this, there are some more general tips that can support the management of anxious feelings and maintaining overall wellbeing. Keeping active, for example, is an important part of maintaining mental wellbeing. Exercising regularly and staying healthy can improve mood, reduce stress and help to alleviate anxiety. It can also support the environment e.g. (This can take the form of something like) encouraging children to cycle more instead of taking the car to lessen emissions.

Reading and wellbeing

Reading can also make a huge difference in supporting those experiencing general anxiousness and anxiety-related feelings. Reading can help to boost an individual’s ‘mental resilience’ to anxiety and anxious feelings. Adults who read for just 30 minutes a week are better able to cope with difficult situations. Reading more can also act as a great springboard for additional conversations relating to the environment, helping to empower young people to take positive action.

Independent research commissioned by the Reading Agency in 2021 found that children who engaged more with reading for pleasure experienced a range of positive impacts on their wellbeing including reduced feelings of stress, alongside feeling happier and calmer. Reading can also help build understanding of issues and positive action.

Employing some, or all, of this advice can help to mitigate the impact that climate anxiety may have on one’s overall quality of life. It is normal to have some feelings of anxiety surrounding this topic. The goal is not to make all of those feelings disappear but, instead, lessen their ability to negatively affect the daily life and functioning of those that do worry about this very legitimate concern.

What we’re doing

In honour of Earth Day, Get Islington Reading, a joint initiative with The Reading Agency, National Literacy Trust and Islington Library Service, hosted an event for students from local Islington schools.

A panel of artists, writers and activists discussed themes of climate-anxiety, activism through art and how young people can use reading and writing as a tool to make positive change without facing overwhelm.

The event also provided pupils with an opportunity to make a difference in their own community, making eco-pledges, and feeding back ideas and questions to Islington Council, contributing to their Go Zero strategy to become a net zero carbon borough.
Find out more about the scheme here.

To support the Save Our Wild Isles Campaign, we curated this reading list to inspire young people to learn more about protecting our planet.
Check out the booklist here.

We also developed the Reading Well for Children and Teens schemes, to support the wellbeing of young people by providing information, advice and support to better understand their feelings, handle difficult experiences and boost confidence.
See our Reading Well for Teens booklist and Reading Well for Children booklist.

For the full list of references, see the PDF version here.

Reading during the school holidays really does make a difference!

Over 12 million books borrowed as part of Summer Reading Challenge 2022

As part of World Book Day, The Reading Agency has published findings from an Arts Council England-funded independent evaluation of the 2022 science-themed, Summer Reading Challenge.

The Summer Reading Challenge is run in partnership between The Reading Agency and UK public libraries. Children’s reading can ‘dip’ during the long summer holidays. The Challenge helps get children into libraries each year to keep up their reading enjoyment and confidence, encouraging children aged 4 to 11 to read books during the long summer holiday. In 2022, The Reading Agency saw 723,184 children engaging in over 95% of library authorities across the UK.

The research explored areas including the impact on reading engagement and behaviours and the impact on wellbeing. Participation in the Summer Reading Challenge was found to result in statistically significant change for children who took part compared with those who did not: reading more books, enjoying reading more, and feeling more confident in their reading ability. Participating children and teachers reported several positive impacts on children’s reading engagement and behaviours. Most felt that children were more likely to read after participating in the Challenge because:

  • The Challenge helped them to find books they enjoyed
  • Reading more regularly over the summer increased some children’s reading confidence as they were able to develop their vocabulary and practice reading aloud
  • Children were also inspired to write their own stories and share recommendations with others
  • Children were motivated by rewards and incentives

In the 2022 evaluation, over half of those surveyed stated that their children felt better about themselves through taking part in the Challenge and 75% had improved their reading skills. The annual evaluation findings for 2022 provide overwhelming evidence to suggest that librarians and volunteers engaged in delivering the Challenge played an instrumental part in motivating children to read. 67% of parent/carers strongly agreed or agreed that, because of taking part in the Summer Reading Challenge they used the library more as a family (including digital use and e-lending).

In 2022 the Challenge saw 132,223 new library members which was a 40% increase from pre-pandemic total in 2019 with a total of 12,777,143 books, including eBooks and audio titles, issued through libraries over the summer! Children reported visiting the library as part of the Challenge an exciting opportunity to find new books, going to the library enabled children to identify and pick up new books that they wanted to read.

The Arts Council funded research also found that the Challenge had several positive impacts on children’s wellbeing, providing them with a sense of purpose and accomplishment, and reducing the impact of negative or challenging feelings. Children reported a range of positive impacts of the Summer Reading Challenge, and reading more generally, on their wellbeing, including:

Reduced feelings of stress and an increased sense of calmness – many children noted that reading helped them to feel calm and to improve their capacity to manage challenging emotions.

  • Happiness and excitement when reading new books or about new topics
  • A feeling of pride and sense of accomplishment – some children attributed this feeling to tackling difficult books such as chapter books or long books with advanced vocabulary.
  • Developing imagination and creativity through reading – more broadly, reading sparked children’s imagination, as many reported being absorbed in the books they read while completing the Challenge.

One year 6 pupil who took part said: “I like reading a lot, my vocabulary has improved, [I’ve] started to read more books than I used to.”

One Year 4 pupil who took part said: “I love to read because when you get stressed or angry it just helps you to calm down.”

In 2022, library coordinators gifted an additional 67,996 packs to families living with disadvantage, further bolstering the reach and engagement of the Challenge. Libraries worked with a wide range of local organisations to reach specific groups and individuals, increasing engagement with the Challenge and enabling equal opportunity of access. Resources translated into home languages were produced to support public libraries with these targeted activities, events and promotions. In 2022, in response to the large number of Ukrainian children arriving in the UK, three key downloadable Summer Reading Challenge resources were translated into Ukrainian to support Ukrainian families in their area to take part in the Challenge and engage with their local library service.

The Summer Reading Challenge 2022 reach and impact infographic is available to download here.

The Reading Agency

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