A new chapter for GCSE English
What happens when a teenager finishes a great book? If they’re lucky, they find another. But for too many, that’s where the story ends. They hit a wall. In fact, when we surveyed more than 1,000 students aged 13–16* about their reading habits, "I can’t find a book I like" was one of the biggest barriers to reading.
It’s not a capability issue. Students are confident readers (scoring themselves an average of 3.5 out of 5). It’s a connection issue.
Earlier this year, we launched This is Lit, a new book club designed to celebrate the best of 21st-century literature during The National Year of Reading 2026. Alongside the launch, we explored what makes today's teenagers tick when it comes to books. What we found provides a different perspective on how we think about student disengagement.
The anatomy of a (disengaged) reader
Our data showed a familiar, mixed picture: enjoyment of reading in students’ free time sits at 2.85 out of 5, and 40% of respondents read infrequently or not at all.
When we asked students what would make them more interested in a book, the top overall answer was: "It doesn't matter to me". But when we looked closer at the students who dislike reading the most, we discovered something fascinating. That apathy belongs primarily to the most disengaged readers. When you filter them out, a shift occurs: having young, teenage characters becomes the top factor that would make students more interested in books.
The takeaway? Relatable, identifiable, and living characters could be the key to unlocking reading for pleasure. If they can see themselves, they will read.
So is it that connection that is missing from the classroom? When asked how much they enjoyed the books they’ve studied at school, students ranked them at 2.67 out of 5 0 lower than free-time reading enjoyment. And, with 72% of secondary English teachers in our recent Pearson School & College Report saying that student disengagement will be a barrier to student learning in the next six months, we have to bridge the gap between curriculum requirements and genuine student interest.
What is clear from the findings is that students have incredibly varied tastes, reading everything from graphic novels and fan fiction to short stories and non-fiction. Many want to read; they just need a map.