The role of reading for children experiencing vulnerability

Children’s brains experience the most growth in their early years. Development of the parts of the brain responsible for language, emotion and cognition are supported by early attachment experiences when a child receives positive caregiving. But these formative experiences may be disrupted when children experience vulnerability. Evidence shows there is a link between reading and healthy development of the areas of the brain that support language, executive function, and social-emotional processing.

Reading together brings both immediate and longer-term benefits to children experiencing vulnerability and their parents and carers. Research shows that reading and sharing stories supports bonding, stability, identity, wellbeing, social and emotional growth and attainment. In many ways, reading can be seen as a protective factor against the adversity some children experience.

Our research shows that almost all parents and carers know reading is important, but there are many challenges to doing so. Particularly for foster, kinship and adoptive parents and carers where additional knowledge and experience may be required to engage a child in reading if past experiences have impacted on their emotional and behavioural development or their confidence and attitude towards reading.

Our co-design learning with foster, kinship and adoptive families found that in order to prioritise reading, parents and carers:

• need to believe in the benefits of reading for the children in their care
• want practical tips and advice to help with common challenges
• want support to get the most out of story times
• value help to find ways to read that fit into their daily lives

Our learning highlights a number of evidence-based mechanisms, designed into our support, that help deliver reading behaviour change.