This report, supported by Oxford University Press, is based on a new survey focusing on writing in school. It examines children and young people's perceptions of their emotional and cognitive engagement with writing, and their views on and engagement with writing instruction.
Findings are based on responses from 14,689 children and young people aged 8 to 18 from 90 schools across the UK.
Key findings:
- 2 in 5 (38.7%) enjoyed writing in school either very much (10.3%) or quite a lot (28.4%).
- 3 in 4 (73.4%) considered themselves to be either very good or good writers.
- More of those who enjoyed writing at school also viewed themselves as good writers.
Why children and young people write in school
- Many children and young people understood the purpose of school writing as shaped largely by external expectations, with 2 in 5 (42.0%) children and young people telling us that they wrote simply because their teacher told them to.
- Purpose-driven motivations were among the most commonly selected reasons for writing in school. 2 in 5 (37.3%) children and young people wrote to improve their skills, 1 in 3 (36.7%) to achieve good marks, and 1 in 4 (22.0%) to note things down they didn’t want to forget.
Attitudes and beliefs around writing in school
- 1 in 3 (33.5%) children and young people expressed worries about grammar, spelling and the possibility of making errors in their writing.
- Many (48.5%) had a preference for clear, structured guidance from teachers on how to plan and compose their writing.
- 2 in 5 (43.5%) reported struggling with time constraints and deciding what to write (41.6%), while 1 in 3 (36.8%) reported running out of ideas.
What could ignite a desire to write in school?
- Freedom and autonomy were the strongest drivers of writing motivation in school. Children and young people expressed the greatest enthusiasm for having the freedom to choose what they wrote about (35.7%), to decide on the form or style (29.8%), and to express their own opinions through the writing they do in school (27.7%).
- The right kind of inspiration plays an important role in motivating young writers. Many said that reading books by their favourite authors (26.7%) would help spark their interest in writing.
- Relevant and relatable stimuli emerged as drivers. Some highlighted the value of being given an interesting prompt or topic to get started (16.5%). Additionally, some agreed that seeing role models – people they admire – writing or speaking about writing could be motivating (15.3%).
Findings reveal a rich and complex picture of how children and young people experience writing in school. Enjoyment, confidence and motivation are closely intertwined, with those who feel positively about writing more likely to engage deeply, plan thoughtfully, and persevere through challenges. While many children and young people value writing and see its purpose, anxieties around correctness, lack of autonomy, and limited creative freedom can hinder engagement. Crucially, fostering choice, personal expression and meaningful inspiration, alongside supportive guidance, could help unlock writing’s full potential as both a learning tool and a form of self-expression.
With thanks to Oxford University Press for supporting this research.
