| Title: |
Children and Young People's Writing in School in 2025 |
| Language: |
English |
| Authors: |
Francesca Bonafede; Christina Clark; Aimee Cole; Irene Picton; National Literacy Trust (United Kingdom) |
| Source: |
National Literacy Trust. 2025. |
| Availability: |
National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk |
| Peer Reviewed: |
N |
| Page Count: |
51 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
University of Oxford (United Kingdom), Oxford University Press |
| Document Type: |
Reports - Research; Numerical/Quantitative Data |
| Descriptors: |
Children; Youth; Writing Attitudes; Foreign Countries; Learner Engagement; Educational Environment; Student Experience; Student Attitudes; Writing Instruction; Student Motivation; Self Concept; Self Esteem; Student Surveys |
| Geographic Terms: |
United Kingdom |
| Abstract: |
In 2025, the National Literacy Trust's Annual Literacy Survey showed that only 1 in 4 children and young people reported enjoying writing in their free time, and just 1 in 10 said they wrote something daily for pleasure. Both figures are the lowest recorded in the past 15 years, suggesting a deepening disengagement from writing as a meaningful or enjoyable activity. Given these trends, there was a desire to explore how children and young people experience writing in school in more detail. This report, based on a new survey focusing on writing in school, examines their perceptions of their emotional and cognitive engagement with writing, and their views on and engagement with writing instruction. Findings are based on responses from 14,689 children and young people aged 8 to 18 from 90 schools across the United Kingdom. By listening to their voices, the aim was to better understand the disconnect between writing as a curriculum requirement and writing as a personally meaningful practice. This, in turn, will offer insights that can help reimagine how writing is supported and valued in education today. While findings highlighted pockets of positive engagement, the overall trends pointed to some disconnect between writing as a curriculum requirement and writing as a personally meaningful activity. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED679245 |
| Database: |
ERIC |