This What Kids Are Reading report provides fascinating and important insights into the breadth and depth of children and young people’s book reading in the UK.  In a context of declining levels of reading enjoyment and engagement among children and young people (Clark et al., 2024), research and data to better understand their volitional reading practices is essential to support our collective efforts to reverse this trajectory. 

The 2025 report builds upon almost two decades of research insights based on the use of Accelerated Reader in the UK and Ireland.  It offers unique data demonstrating trends in reading habits, with almost 1.2 million children and young people’s book reading practices reflected in this most recent report.  In doing so, it provides an invaluable source for teachers, librarians, and parents seeking to understand and improve children and young people’s experiences with books. 

Indeed, research is increasingly stressing the importance of book reading for children and young people’s language (Nation et al. 2022) and reading (Jerrim & Moss, 2018; Torppa et al., 2020) development, in addition to offering opportunities to develop their empathy (Santi et al., 2025) and support wellbeing (Currie et al., 2025).  Furthermore, as also exemplified in this report, both quantity and quality of reading engagement (McGeown & Conradi-Smith, 2023) is essential for positive reading outcomes.   

The 2025 report continues to highlight a concerning pattern of lower reading engagement among secondary school pupils compared to primary pupils, in addition to a lack of desire among secondary pupils to engage with cognitively challenging books (see also Webber et al. 2024).  The report also illustrates how favourite books and authors maintain prominent positions in children and young people’s reading habits. It is essential that insights such as these are used to inform and support future reading – for example, ensuring school book provision aligns with contemporary book preferences, while also encouraging an expansion of reading habits. 

Indeed, I hope this report provides insights and impetus for all those seeking to support and improve children and young people’s reading experiences and outcomes, and connect both primary and secondary school students with personally enjoyable, engaging, and enriching books.