FEATURE FOCUS: MENTAL HEALTH & WELLBEING


lowest figure in a generation. Without a habit of reading, children miss out on the vocabulary and empathy that underpin confident communication. Without opportunities to speak about what they read, they miss the chance to process, question and connect.


That is why the 2026 National Year of Reading is a real chance to change course. It’s an opportunity to build a real language strategy – one that blends reading for pleasure with structured oracy, classroom discussion and cultural capital. When we get that right, we don’t just rebuild literacy. We build confidence, connection and the ability to express ourselves through speaking– and be heard.


What’s working?


Across the country, school leaders are showing what’s possible when you prioritise readiness to learn, not just readiness to assess. At Shirestone Academy in Birmingham, as soon as lockdowns were over, Headteacher Nadeem Bashir took the bold step of stripping the curriculum back to basics – rebuilding confidence in writing with capital letters, full stops, and creative freedom. Meanwhile, at ONE Academy Trust, CEO Graham Boyd led a full curriculum gap analysis to identify where lost skills had taken root. The trust then adapted content to strengthen fine motor skills, writing fluency and self-expression. The result? Targeted support, rather than scattergun interventions.


Schools like St Thomas More Catholic Primary Academy were also quick to implement post- lockdown strategies. These included embedding short, frequent interventions within the school day – avoiding pulling children out of lessons which could have the opposite of the desired effect. And trusts like The Mossbourne Federation shifted from individual to central lesson planning, giving teachers more time to adapt delivery to their learners’ specific needs.


The common thread? These schools recognise that building skills means building stability – in behaviour, in wellbeing, and in language, and ensuring teachers are empowered to deliver on this.


30 www.education-today.co.uk September 2025


The role of parental engagement Attendance also remains a growing concern, with persistent absenteeism now 67% higher than pre-pandemic levels. That’s why strong parental engagement isn’t a ‘nice to have’ – it’s essential. Robust processes and procedures that facilitate improved attendance levels are making a tangible difference. Many schools and trusts highlight the value of first-day contact systems for helping to curb extended absence. Meanwhile, efficient back-office tools and clear reporting are helping to flag issues early, allowing timely interventions and more proactive support.


Management Information Systems (MIS) are also playing a critical role. They provide valuable visibility into attendance, offering a clearer picture of when a pupil isn’t present. Rather than simply highlighting gaps or drawing direct comparisons, this timely information builds a more complete understanding of a pupil’s engagement over time. It enables staff to offer the right support sooner – ensuring no signs of disengagement go unnoticed.


Where do we go from here? Let’s be clear: there is no silver bullet. As our research shows, the challenges facing Generation Catch-up are nuanced, multi-faceted and evolving. But the path forward is equally clear. We must look beyond academic benchmarks and ask: what does this child need to learn confidently, speak fluently, and feel safe in the classroom? That means embedding language – written, spoken and emotional – into every part of the school experience. It means supporting parents, not blaming them. It means giving teachers the time and tools to teach as well as plan.


And above all, it means keeping the learner at the heart of everything we do.


Generation Catch-up isn’t just a report title. It’s a call to action. And the sooner we respond with the urgency it deserves, the better chance we have of helping every child write their own story – not one defined by disruption, but by resilience and opportunity.


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