Recent research highlights a troubling trend: reading and literacy rates are in decline across Australia. Over the past decade, educators have seen a noticeable shift in how students engage with text. Many are no longer reading widely or deeply, avoiding non-fiction and extended works that are essential for building research skills, comprehension, and critical understanding.

This is part of a broader cultural challenge. Today’s students often turn first to quick summaries, video platforms, or the top result on a search engine rather than working through a prescribed text. Tools like Wikipedia or even Artificial Intelligence are often used as shortcuts. While these can be helpful resources, relying on them exclusively can hinder the development of deeper analytical skills.

Anna Burkey, head of Australia Reads, has described this trend as a “ticking time bomb,” warning that without intervention, we could face significant social and economic consequences within the next 10 to 20 years. Declining literacy impacts not only comprehension and clear writing but also a student’s ability to think critically – skills that are essential in the workplace and in civic life.

The Role of Schools

Schools are working hard to counter this decline through explicit literacy programs and initiatives such as Wide Reading and Drop Everything and Read. Teachers across all subjects recognise that literacy is not confined to English lessons alone, it underpins learning in every discipline. At KRB, we continue to teach reading and literacy skills explicitly and embed opportunities to strengthen these through both curricular and co-curricular programs.

The Role of Families

However, schools cannot do this work in isolation. Children need to see reading modelled at home and experience a culture where books and stories are valued. In the busyness of family life, this can be difficult, but small habits, such as talking about books, setting aside time to read together, and letting children see parents reading for pleasure makes a profound difference.

The Challenge of AI

Another layer to this challenge is the rapid rise of Artificial Intelligence as a “go-to” tool for information. While AI offers remarkable opportunities, it cannot replace the formative process of reading, reflecting, and writing in a student’s own words. Part of our responsibility as educators will be to teach students how to use these tools wisely and critically, without allowing them to erode foundational literacy skills.

A Shared Responsibility

We are at a tipping point. If we want young people to manage the complexities of their generation and the challenges of their time, we must ensure they can think thoughtfully, draw on research, and communicate effectively. This requires a shared commitment – from schools, families, and the wider community.

At KRB, we will continue to provide opportunities for students to engage meaningfully with texts, while encouraging a love of reading as both a personal and academic pursuit. We invite families to partner with us in nurturing this culture. Together, we can model to current and future generations the importance of reading, and the enjoyment and learning that comes from holding a book.