From Reluctant to Resilient: Why Children Switch Off from Reading

Many parents and teachers treasure those moments when a child becomes completely absorbed in a story. Yet for many children, that spark of engagement with reading never truly ignites, or fades long before a lifelong love of books can take hold.

While conditions like ADHD or dyslexia play a part for some children and need dedicated support, it’s important to explore the psychological and social reasons behind reading reluctance and how we can help children rediscover their love of stories.

The Psychology Behind Reading Reluctance

Disengagement from reading rarely happens overnight. Most reluctant readers begin with curiosity and enthusiasm, but certain experiences shape their relationship with books over time. This can be due to many reasons: 

Fear of Failure: Children who find interpreting words or understanding text challenging can quickly become anxious or embarrassed, worried about being judged by their peers or teachers.

Low Confidence: Repeated struggles may lead to self-doubt and the belief, “I’m just not good at reading.” This mindset can stifle motivation and curiosity.

Perfectionism: Some children feel pressured to read perfectly, and fear of making mistakes can outweigh their willingness to try.

Boredom or Lack of Choice: If reading materials don’t reflect a child’s interests or feel too restrictive, reading can start to feel like a chore rather than an adventure.

The Social Dimension: Influence, Environment and Identity

Reading doesn't happen in isolation; social context often plays a big part in shaping attitudes towards books and learning. Peer influence can work both ways, if reading isn't seen as "cool," some children may avoid it to fit in, yet when their friends enjoy books, enthusiasm can spread quickly through social circles. At home, children mirror what they observe around them. 

When reading is modelled and valued, whether through bedtime stories, shared reading time, or simply having books visible throughout the house, it becomes a natural part of daily life. However, modern family schedules can work against this. Between schoolwork, extracurricular clubs, and screen time, there's often little room left for quiet reading moments. Perhaps most damaging of all is the power of labels. 

Once a child is identified as a "struggling reader," it can be incredibly difficult for them to shake that identity, as these labels can unintentionally reinforce reluctance rather than encourage the resilience needed to overcome reading challenges.

What Parents and Schools Can Do

Building a resilient reader is about creating opportunities for confidence, choice, and joy to grow.

Celebrate small wins by recognising progress, not just perfection. Praise effort and persistence to build self-belief.

Offer children choice and let them explore books that genuinely interest them, whether that’s comics, audiobooks, fantasy stories or interactive reading apps.

Model reading by reading together, sharing favourite stories, and talking about characters and plots. Making reading a shared, everyday experience sends a powerful message.

Create safe spaces to encourage reading in relaxed, judgement-free environments where mistakes are simply part of learning.

Connect reading to real life and relate stories to children’s own experiences, interests, or current events. When reading feels relevant, engagement grows.

Use technology wisely by using digital tools, which can be powerful motivators. Fonetti’s read-aloud challenges, for instance, provide instant positive feedback, helping children see progress while keeping reading fun.

Teachers are often the first to spot when a child’s enthusiasm for reading begins to fade. Professional development in reading psychology, inclusive teaching strategies, and creating engaging book spaces can make a world of difference. Activities like author visits, reading clubs and peer-to-peer reading help build a genuine community around books.

Conclusion: Building Resilience, One Story at a Time

Reading reluctance doesn’t have to be a fixed trait; it’s a phase that can be overcome with understanding and the right support. By recognising and looking out for behaviours or external factors influencing reading or learning, and also creating positive, nurturing experiences, we can help children move from switched off to switched on, resilient readers who approach every story with confidence and curiosity.

Every page turned, every word of encouragement, and every moment shared brings us closer to a world where every child can discover the joy of reading.