Researchers from The National Literacy Trust have published the results of their annual online survey of children and young people’s views and experiences of writing. This year, this involved just over 76,000 pupils from across the UK.
It is disquieting to see that the numbers of children and young people who enjoy writing in their free time have continued to decline with now fewer than 3 in 10 of pupils aged 8-18 reporting that they find this pleasurable. Those who participated in the survey also reported that they engaged in daily writing during their free time less frequently than previously. This is particularly concerning as research indicates that choosing to write for pleasure can have a positive impact on mental health and well-being and can boost creativity and feelings of social connection. There is also a potential impact on standards here, as previous research has suggested that pupils who choose to write in their free time are much more likely to be working above average attainment levels when compared with their peers.
A particularly interesting finding from the study was some correlation between pupils’ positive in-school experiences of writing, such as participating in creative writing, book groups and storyteller visits, with more of the pupils who had engaged with such activities expressing enjoyment towards writing and reporting higher levels of daily writing in their free time. Furthermore, the survey found that pupils in receipt of free school meals were more likely to say that they enjoyed writing and that they wrote something daily in their free time. This provides much food for thought when considering how schools might increase attainment outcomes for this group of pupils.
The report’s exploration of pupils’ motivations for writing makes fascinating reading. Researchers identified three prime motivations which were rooted in creative, mindful or social associations for the pupils, sharing some useful insights into how these differed by gender, age and again experiences of socio-economic disadvantage. Pupils also shared their views on the factors which they feel support their in-school writing and those which impact on their enjoyment levels.
While this report reveals a worrying picture of children’s perceptions and experiences of writing, influenced most notably by narrow and forced assessment practices rather than principles of effective learning and teaching for developing engaged and skilled writers, the many useful insights into children and young people’s perceptions and experiences of writing will make a really useful contribution to in-school discussions about the teaching of writing.
The full report can be accessed on the National Literacy Trust website.
To find out more about a research-informed Writing for Pleasure approach, visit: https://writing4pleasure.com/.
