This report is based on findings from 105,583 children and young people aged 8 to 18 who responded to our Annual Literacy Survey in early 2025. It focuses on self-perceived ability in speaking and listening in three categories: day-to-day communication, practical applications and civic engagement.
Findings showed that children and young people rated themselves most highly in relation to one-to-one and advocacy-related speaking and listening skills, but felt less competent in formal or public-speaking contexts.
Key findings
- 4 in 5 (81.4%) children and young people aged 8 to 18 believed they were 'good' or 'very good' at listening to others and understanding their point of view. However, just 2 in 5 (44.8%) felt they were good at expressing their own feelings.
- In the classroom setting, 3 in 5 (63.6%) felt they were good at asking their teacher questions, but just 1 in 2 felt confident speaking up in class (48.2%) or giving a presentation (47.4%), and 2 in 5 (40.2%) speaking in front of an audience.
- 3 in 5 felt they were good at speaking up for themselves and others (61.7%), challenging other people’s views (62.3%) or taking part in a debate or discussion (57.2%).
Differences by age, gender and socioeconomic background:
- Children and young people's self-perceived ability in speaking and listening increased with age, although there was a notable drop at transition to secondary school. For example, while 53.0% of 8 to 11s believed they were good at giving a presentation, this decreased to 45.7% of 11 to 14s, before picking back up to 56.4% by ages 16 to 18.
- Teachers also reported changes in support for some speaking and listening activities by phase. For example, while 3 in 4 primary teachers encouraged debates and presentations, this fell to 2 in 3 early secondary teachers before rising to 3 in 4 again in post-16 education.
- More boys than girls rated themselves as being 'good' or 'very good' across most speaking and listening skills, with slight differences in expressing feelings (46.7% of boys vs 43.7% girls felt they were good at this) and bigger gaps in relation to speaking up in class (53.9% boys felt good vs 43.2% of girls), giving presentations (50.7% boys vs 44.7% girls), and taking part in debates and discussions (62.0% boys vs 53.0% girls).
- Children and young people who did not receive free school meals (FSMs) rated themselves more positively across all skills compared with their peers who did receive FSMs. Some of the widest gaps related to expressing ideas (65.0% vs 58.1%), giving presentations (49.4% vs 42.6%) and challenging others’ views (64.0% vs 57.2%).
Strong speaking and listening skills are vital for learning, wellbeing, work and civic life. While many young people communicate confidently day to day, gaps remain in self-expression, practical oracy, and equal access to opportunities, especially in early adolescence when confidence and practice often decline. Addressing these challenges demands consistent focus across the curriculum, support for teachers, and real-world opportunities for children and young people to use their voices.