Adolescent recreational reading is in decline, with many students demonstrating "aliteracy"—the ability to read but lacking the motivation to do so. While schools play a central role in shaping reading habits, literacy instruction often focuses on skill acquisition rather than fostering a love of reading. The 2024 Year 8 Recreational Reading Pilot Project at Padua College aimed to address this gap by embedding reading into school culture, encouraging teachers to act as reading role models, and increasing students' access to literature in meaningful and engaging ways.

This initiative resulted in a 102% increase in book borrowing rates compared to the previous year, with many students reporting that dedicated reading time helped them feel calmer and more engaged with books. However, the project also revealed barriers to participation, particularly among students who did not identify as readers, as well as structural limitations within the school environment. Survey data showed that while 72% of students responded positively to the initiative, 28% remained ambivalent or resistant, highlighting the need for a more nuanced approach to engaging reluctant readers.

One of the key findings of this project is the importance of school culture and leadership in supporting a sustained reading program. While classroom teachers played a crucial role in fostering a reading community, their success depended on institutional support, scheduling flexibility, and leadership buy-in, which remains an issue for the progression of the pilot into something more sustainable. The pilot demonstrated that when teachers modelled reading behaviours and engaged in discussions about books, students were more likely to see reading as a meaningful and enjoyable activity. However, operational challenges—such as inconsistent access to library spaces and staff, competing curricular demands, and varying levels of teacher confidence in promoting reading—highlight the need for systemic support to make recreational reading a valued and permanent part of school culture.

The project also underscored the role of individual student experiences and prior reading habits in shaping engagement levels. Students with established reading practices responded enthusiastically, while others struggled to integrate reading into their daily routines. Addressing this challenge requires diverse strategies, including:

• Flexible reading materials (e.g., manga, audiobooks, and short-form literature) to engage a broader range of students.
• Greater autonomy in book selection to empower reluctant readers.
• Stronger connections between school and home literacy environments, with parents and caregivers encouraged to support reading beyond the classroom.

This presentation will explore the design, implementation, and outcomes of the Padua College pilot project, examining both its successes and the structural barriers that impact school-based reading programs. It will offer practical recommendations for educators, school leaders, and policymakers, emphasizing the need for whole-school approaches to reading engagement. Ultimately, the project highlights that fostering a love of reading is not solely the responsibility of individual teachers but requires a collective, sustained effort from school leadership, library teams, and the broader school community.