Reading is often framed as an academic skill, something to be assessed and improved in pursuit of better results but, while literacy is foundational, this framing misses a far more important truth. When students read for pleasure, they develop curiosity, imagination and the confidence to explore ideas independently, and these are the qualities that sustain learning both during and long after formal schooling ends.
South Africa’s literacy challenges are well documented, with a 2025 Reading Panel report showing that 81% of Grade 4 learners cannot read for meaning in any language and, by Grade 6, almost 70% of learners still have not developed grade-level reading skills. However, solutions cannot focus only on technical ability. If students are not engaged and emotionally connected to what they read, progress will remain limited. Reading must be positioned not only as a skill, but as a gateway to creativity, confidence, and independent thinking.
When reading is driven by choice rather than obligation, it becomes exploratory. Students begin to engage with ideas on their own terms; they start to ask questions and form perspectives. This intrinsic motivation is what turns reading into a lifelong habit rather than a short-term requirement. It also expands a child’s world, exposing them to experiences and viewpoints beyond their immediate environment, which strengthens empathy and understanding.
The cognitive benefits are equally significant. Regular reading improves comprehension, vocabulary, and analytical thinking across all subjects. In a context where information is easily accessible, the ability to interpret, question, and apply knowledge matters more than simply acquiring it, and students who read widely are better equipped to think critically and engage meaningfully with complexity.
Despite this, reading is often presented in ways that limit its impact. It becomes task-driven and closely tied to assessment, which can lead to disengagement. If we want to build a genuine reading culture, parents and educators need to create environments where reading is accessible, visible, and enjoyable. Children should be exposed to a wide range of material and given the freedom to discover what interests them. Just as importantly, they should see adults reading and engaging with books as part of everyday life.
From reading to rethinking education
These ideas connect directly to broader questions about the purpose of education. This is a central theme in my second book, The School That Didn’t Exist, which reflects on the experience of building a school during a period of global fear and uncertainty. The book explores whether traditional models are still preparing students effectively and considers what education should become in response to change.
Because the future of education affects everyone, it is written for a broad audience. Parents will recognise the challenge of preparing children for an unpredictable future. Educators will relate to the pressures facing schools, and students and professionals may connect with the realities of navigating change and reinvention.
At its core, the book reinforces a simple but important idea: the ability to think critically, adapt, and continue learning will define future success, and reading for pleasure plays a central role in developing these capabilities.