Comprehensive studies show that in the UK, the most disadvantaged pupils scored significantly lower in reading than the least disadvantaged pupils (PISA, 2022). The disadvantage gap has widened in recent years and is now considerably wider than in the five years prior to the pandemic (EPI, 2025). By the end of primary school, around 47% of disadvantaged children are not reading at the expected standard—22% less than their more advantaged peers (Department for Education, 24-25).
This early disadvantage has long-term consequences. In England, pupils from low-income households are already almost two years behind their peers by the end of school (Fair Education Alliance, 2025).
Declining reading for pleasure
Reading for pleasure is a powerful driver of both educational attainment and wellbeing. Children who read regularly not only perform better academically, but also demonstrate stronger vocabulary, communication skills, and confidence (Department of Education, 2012). Reading is also linked to improved mental wellbeing, with children who are the most engaged with reading and writing being three times more likely to have higher levels of mental wellbeing than children who are the least engaged (National Literacy Trust, 2018).
Yet fewer children are reading for enjoyment. National Literacy Trust research shows that reading rates and enjoyment have declined significantly in recent years. Book ownership remains a key barrier, with around 1 in 10 children not owning a book of their own, rising further among low-income families (National Literacy Trust, 2025). The cost-of-living crisis has only intensified these inequalities, limiting access to books and opportunities to read.
Barriers to reading
Children growing up in disadvantaged communities are less likely to have access to books, less likely to be read to at home, and less likely to develop a habit of reading for pleasure (Department for Education, 2012). At the same time, screen time has increased significantly, with children aged 5–15 spending far more time online than in previous generations (UK Parliament, 2024). Higher levels of screen use are associated with poorer concentration and negative impacts on mental wellbeing, further reducing engagement with reading.
Too often, the children who would benefit most from support are the least likely to receive it. As a result, literacy inequalities persist, limiting life chances and reinforcing cycles of disadvantage.
Why Doorstep Library is needed
Doorstep Library exists to change this. We work with families to bring the joy of books into the home, helping children develop a lifelong love of reading. We believe in the power of words to take children places—not just in their imagination, but in their lives. We want to see a world where all children can thrive in homes where books are valued and reading is part of everyday life.
