There’s a strange contradiction in schools. We tell students to read for pleasure, then hand them a list of rules that would put most adults off picking up a book. Sit at a desk. Finish what you start. Choose something challenging. Don’t skip ahead.
If we’re honest, most of us don’t follow those rules ourselves. So why do we expect our students to? Here are ten “rules” I think we should loosen if we want young people to become lifelong readers.
1. Get Comfortable
When people walk into my classroom during personal reading, I can see the raised eyebrows. Students are under desks, stretched across the floor, perched on top of tables, or curled up in my chair. My favourite spot is on the floor right under the whiteboard. One student used to push her desk into the corner every lesson because it reminded her of the wardrobe she read in at home — her parents had made it into a cosy reading nook with cushions and a lamp. If reading at home can feel like sanctuary, school should too.
2. Don’t Only Read “Proper” Books
We do students a disservice when we act as if novels are the only form of real reading. I’ve had students devour Shakespeare for fun, and I’ve had others bring in encyclopedias on Victorian diseases. One child spent a whole year carrying a giant book on cholera, typhoid, and smallpox into every lesson. It was his special interest, so the deal was: he could share three minutes at the end of class about what he had read about. It became the highlight of the lesson — his peers were gripped by his stories about Typhoid Mary and other disease-related tales. Reading is reading, no matter the form.
3. It’s Okay to Reread
Most adults have comfort books. Mine is Harry Potter. When I’m low, I’ll pull one of the series off the shelf. I’ve read the series hundreds of times, because no matter how old I get and when I need some comfort, it still feels like Hogwarts is there to welcome me home. We should extend the same freedom to our students. Familiar stories can bring comfort, confidence, and insight. And with exam classes, I actively encourage rereading — depth comes from a second, third, or even tenth pass.
4. You Don’t Have to Finish Every Book
I haven’t finished everything I’ve ever picked up. A Clash of Kings is still half-read on my shelf. I didn’t make it past chapter one of The Plague. And the truth is, I wouldn’t have finished Catcher in the Rye if I hadn’t been forced to at school, and I wouldn’t have bothered with Wuthering Heights if I hadn’t had to teach it. Students should know it’s okay to put a book down if it isn’t the right fit. Forcing them to finish only makes reading feel like a chore.
5. Read More Than One Thing at Once
Plenty of adults are “mood readers” with a few books on the go at the same time. I’m definitely one. I don’t see why students can’t do the same. Some days they might want an easy read, other days something more challenging. The point is, they’re still reading.
6. Skipping Ahead Isn’t Cheating
Some readers flip to the last page out of curiosity. If that keeps them hooked, why not? I’ve never understood why this is treated like breaking a commandment. It’s just another way of engaging with the text. My only rule here though, is don’t spoil it for other people.
7. Silent Reading Isn’t the Only Way
Audiobooks, buddy reading, even following along with subtitles during a film adaptation — all of these are valid ways to access stories. Not every reader needs to sit silently with a paperback to count.
8. Easy Reading Still Counts
After my English degree, I was completely burnt out. For over a year, the only books I read were Jodi Picoult and Philippa Gregory. And honestly? That was exactly what I needed. My first read every single summer is something easy. Easy reads restore the habit and remind us why we loved books in the first place. Students deserve the same space.
9. Reading Can Be Shared
Reading doesn’t have to be solitary. In my classroom, students swap books, recommend titles to each other, and share what they’re learning. I’ve seen the buzz when one student’s niche interest suddenly pulls in half the class. Sometimes the social side of reading is just as important as the private one.
10. Let Personal Readers Be Personal
At its heart, this is the biggest rule-break of all. Personal reading should actually feel personal. When students get a say — where they sit, what they read, how they engage — they take ownership. And when they take ownership, they read.
Final Thought
The way we talk about reading often sets kids up to feel like they’re doing it wrong. But the truth is, most of us are already rule-breakers when it comes to our own habits. By giving students that same freedom, we aren’t lowering the bar. We’re opening the door.
