Following the publication of Renaissance’s ‘What Kids Are Reading’ report, we explore the importance of reading in both the safeguarding curriculum and overall safeguarding provision.

The recent annual report from Renaissance, which has been carried out since 2005 and surveyed over 64,000 children between the ages of  8 and 18, showed that the number of those who choose to read daily in their free time, and those who stated that they enjoyed reading (either at school or at home) decreased.

What Are Children Reading? Survey, Renaissance, 2024

‘So why should we as DSLs and champions of safeguarding be concerned about this? Surely this is the realm of the English leader?’ you may well ask.

In this blog, I am going to challenge that assumption and explore how reading is not only a crucial part of our preventative safeguarding curriculum but is also a critical element of our safeguarding provision.

The Importance of Reading in Safeguarding

Reading and Wellbeing – Mental Health Benefits

It is well documented that reading is a powerful tool in promoting positive mental health. In a study completed by Cambridge University, researchers in the UK and China found a strong correlation between reading for pleasure at an early age and adolescent mental health. Both reports from parents and teachers, as well as results from clinical tests, showed that those children who had participated with enjoyment in reading activities at an early age suffered fewer issues due to do with stress and depression as teenagers.

“The team found a strong link between reading for pleasure at an early age and a positive performance in adolescence…showing fewer signs of stress and depression, as well as improved attention and fewer behavioural problems such as aggression and rule-breaking.”

Cambridge University Press, 2023

We know how immersing ourselves in either a fictional world or in detailed non-fiction texts can change our mood and help us relax. It is often one of the indicators that we have of ‘giving ourselves time’ (how many of us buy new books to take away with us on our holidays because we will get more time and space to read them?). But this is not necessarily just a ‘quick fix’!

The Cambridge report demonstrates the long-term impact on our mental health and well-being when we are encouraged to participate in enjoyable reading activities from a young age.

Reading and Representation

Over the past 10 – 15 years, we have become increasingly (and uncomfortably) aware of the dominance of white, male authors on our bookshelves in schools – as well as the prominence of white characters.

From a safeguarding point of view, it is critical that our children feel heard and represented, as well as ensure that they have opportunities to hear the voices of characters who have very different life experiences to them.

“Diversity and representation in stories, characters and illustrations in children’s literature affect how young readers see themselves, different lives and cultures, and the world around them”

The Book Trust, 2022

Reading is a critical way of supporting the development of empathy in our children’s developing minds and helps us reinforce key messages of respect and understanding of another person’s circumstances.

Reading and Trauma

Through exposure to characters who have experienced similar life events, adults (including pastoral team members, teachers and parents) can support children to understand their own emotions.

As well as this, a well-chosen text can encourage children to communicate about their own feelings through the recognition that others – including fictional characters – have felt the same. Skilled authors have a wonderful knack for unlocking powerful and challenging emotions which can be a useful tool when we begin to support a child.

Of course, we are not counsellors and must therefore be wary of what level of conversation regarding any past trauma we delve into. However, a simple awareness of potential ‘triggering’ themes within texts is truly critical in teachers, and this can be all too easily overlooked as staff reach for the standard text without a thought for the child in the class who has experienced similar circumstances.

Reading and Ambition

Reading, both fiction and non-fiction, unlocks unattainable worlds to children and has the ability to inspire them well beyond what a teacher or parent might be able to do.

Discovering the achievements of Tim Peake through text, or exploring a desert island in Micheal Morpurgo’s Kensuke’s Kingdom has the potential to ignite a flame within that child for travel, exploration or simple career ambition.

It is widely recognised that increased reading ability has a strong correlation with general academic success and therefore also links with attendance.

A case study in ImpactEd’s recent ‘Understanding Attendance’ report (July 2024) identifies a link between these two elements which many other schools also face:

“those pupils who are persistently absent tend to have reading ages below their chronological age, meaning that they are unable to access the curriculum.”

After all, students need to be able to understand and challenge texts in almost all subjects in order to achieve well, and if they can’t access the work, they are less likely to be motivated to attend.

Your safeguarding team therefore needs to consider the holistic impact of poor reading skills and how this may increase a safeguarding vulnerability. Ofsted has stated that:

“The ability to read is a fundamental life skill. It is essential to us all if we are to participate fully in society and the workplace.”

Now The Whole School is Reading, 2022

Reading and Technology

There is no denying the increase in dependence upon technology that our children experience in today’s world. With this comes an increase in uncensored material, algorithms which encourage viewers to keep scrolling, the fueling of a deeper entrenchment of potentially extremist views and a deeper awareness of how others perceive us in the world of social media.

As safeguarding professionals, we are all too aware of how technology can be an important component in mental health issues, sleep deprivation and radicalisation.

However, technology should not be demonised and must not be portrayed as the antagonist of the reading hero.

Technology can be a key tool in encouraging reading for pleasure and can, for many children, unlock or reduce the barriers to reading that exist. Be it through reading information on websites or listening to audiobooks, we need to ensure that our safeguarding reading provision incorporates the safe use of technology, in order to reach as many children within our settings as possible.

Final Thoughts on Reading and Safeguarding

There is no doubt that the decreasing trend in pupils lacking enjoyment in reading constitutes a safeguarding concern as well as an academic concern.

So, with all these proven positive impacts of reading and the importance of it for a child’s development, would not actively providing these opportunities (despite being informed of the importance of reading) constitute as being neglectful? Is there a point when a parent who is refusing to support their child with their reading becomes a safeguarding concern?

As a member of a safeguarding team, it is always our responsibility to engage with and support a parent to achieve the best outcomes for a child, and through meaningful conversations and positive relationships, this is often accomplished.

However, there will always be those parents who do not encourage their children with their reading. This lack of engagement in the child’s development should be recorded, along with the communication you have had with them, as it may add to a larger and even more concerning picture overall.

Alongside this, we must always do what is right for the child and it is therefore our responsibility to ensure that reading for pleasure or reading skill development, is implemented as additional support for that child. Whether you call this a safeguarding intervention or a reading intervention, is entirely up to you.

For further safeguarding support, please get in touch with our team today.

About the Author

Emma Mudge - Adviser, Services For Education

Emma has over 20 years of experience working in primary education. Throughout this time, she worked as a leader in a wide variety of areas, and as Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher, she has been at the forefront of school leadership and improvement for a significant number of years.  

Emma now works as the Educational Adviser for English and is also a member of the Safeguarding team, sharing her experience and knowledge to continually promote and improve the quality of safeguarding, the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role as she can use her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city. 

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For further support and information, SFE can offer bespoke consultancy packages of support for DSLs to look at processes and procedures. In addition, our team of experts can complete an audit of the current safeguarding status of your school.   

Browse our website for further information www.servicesforeducation.co.uk or email safeguarding@servicesforeducation.co.uk