Literacy is defined by the Adult Literacy Trust as the ability to communicate, understand, evaluate, use, and engage with written texts. These skills are vital in everyday life; we rely on them constantly, and without them, our society would be incapable of progression. So why is it that the number of young people reading for pleasure is at its lowest in 20 years? 

Reading was once viewed as a defining part of daily life, but today it is increasingly seen as a chore rather than a pleasure. In 2025, the National Literacy Trust reported that only one in three young people aged 8-18 said they enjoy reading outside of school. Liz Connor, a Xaverian College English teacher, said that she “definitely thinks young people are reading less”. She explained that it has become increasingly common for English Literature students to arrive at lessons without having read the set text. This was particularly shocking, as there does not appear to be one specific group of teenagers reading less – instead, it seems to be an issue affecting us all. The question is: why? I have narrowed it down to two key factors – the education young people receive and the growing digital competition books face. 

The National Literacy Trust also found that two in five children and young people felt more motivated to read when the material related to their favourite film or TV series. This highlights the powerful influence digital media has on society today. Liz said that, “everything is condensed and TikTok-ified”, meaning students no longer feel the need to read full texts when shortened versions are available on social media. Another issue linked to the rise of social media is BookTok. It is often marketed as a way to encourage teenagers to read, but to what extent is it really helping? The Oxford Blue, Oxford University’s independent newspaper, argued that as TikTok encourages users to consume bite-sized content, it is unsurprising that modern literature, “is being sculpted to fit the same mould”. Despite all of the negatives, BookTok is encouraging many young people to read, as it’s a place full of recommendations, which is ultimately the goal.  

Liz also believes that responsibility for the decline in reading lies partly within the education system. She explained that “students get so much help at GCSE, so English is often their highest grade”, which leads many students to choose English at A-level without a genuine passion for the subject. The “exam factory”, as she described it, results in teachers focusing on exam success rather than instilling a love for literature. Liz believes that, “the best educator is one who tries to pass that passion on”, and she sees it as her role to give students the same love of reading that she has. One particularly concerning revelation was that she has met English teachers at previous sixth forms who do not read for pleasure themselves. This raises an important question: how can we expect young people to read when some of the teachers in front of them do not? 

Change, therefore, must begin in the classroom. We need to create a culture where books are discussed with the same enthusiasm as the latest Stranger Things episodes. Teachers should aim to inspire curiosity and enjoyment, rather than focusing solely on achieving top GCSE grades. To emphasise the importance of reading, the Adult Literacy Trust reports that workers with poor literacy skills earn, on average, 60% less than those with basic literacy skills – skills that are developed through reading.  

Another factor contributing to the decline in reading may be the perception that reading must be academic to be worthwhile. Young people feel intimidated by the idea that real reading means tackling classic literature, such as nineteenth-century novels, which may make reading seem inaccessible or overwhelming. In reality, reading for pleasure doesn’t need to begin with the literary greats. Contemporary fiction, fantasy, graphic novels, non-fiction, and audiobooks all help to develop literacy skills and a love of stories. When reading is presented as something exclusive or elitist, it risks discouraging the very people it should be engaging.  

The decline in reading among children and young people is the result of a culture that has made reading feel unnecessary, inaccessible, or purely academic. Digital media, exam-focused education, and intimidating expectations around what young people “should” be reading have all contributed to this shift. However, change is possible. By encouraging reading in all its forms, celebrating enjoyment over assessment, and allowing young people to discover books on their own terms, we can begin to rebuild a genuine reading culture. If reading is no longer presented as a task to complete or a standard to meet, but as an experience to enjoy, it may once again become a meaningful part of teenage life.