National Literacy Trust reveals shocking decline in parental engagement with children’s language development

New research from the National Literacy Trust shows a decrease since 2019 in the daily engagement of parents in a variety of learning activities known to support the development of children’s language, communication and literacy skills, including chatting, playing and reading together.  

A survey of over 2,000 parents of children aged zero to five across the UK reveals a dramatic decrease over a five-year period, likely influenced by the combined impacts of the Covid-19 pandemic, the cost-of-living crisis, and cuts to funding for early years services.

In 2024, four in five parents said they had chatted with their child at least once a day, a decrease of 12.2 percentage points compared with 2019 when nine in 10 parents said they chatted daily with their child.

More than 56 per cent of parents said they played with their child at least once a day, which is a decrease of 20.2 percentage points compared with 2019 when 76.2 per cent of parents said they played with their child daily.

Only slightly more than half (50.5 per cent) of parents said they read with their child daily in 2024, a decrease of 15.6 percentage points compared with 2019 when 66.1 per cent did so.

What parents do in and outside the home to support their child’s learning (the ‘home learning environment’) has a powerful impact on shaping a child’s early language development, not only in terms of educational outcomes but also for wider ones, such as children’s wellbeing, according to the National Literacy Trust.  

Research suggests that what parents do in terms of their child’s learning and development is more important than their backgrounds. Parents’ engagement in learning activities in and outside the home can act as a protective factor against the negative influence of economic disadvantage.

However, research conducted by Pro Bono Economics, commissioned by KPMG UK in collaboration with the National Literacy Trust, reveals that in 2023-2024, 187,000 five-year-olds began primary school lacking the essential communication, language, and literacy skills needed to thrive.

Children from disadvantaged backgrounds are disproportionately more affected. This early literacy gap can negatively impact a child’s chances of success in school, work and life – and has knock on costs for the economy, according to the data.

Since 2019, the National Literacy Trust has been tracking how parents engage with their children’s literacy at home, using a list of seven key behaviors that support language development from the Effective Provision of Pre-School Education Project.

This period includes significant events affecting many UK parents, such as the pre-pandemic time, the Covid-19 pandemic, and the cost-of-living crisis

Furthermore, these larger-scale challenges exist within a context of a strained early years education sector, cuts to funding for early intervention services, facing an ongoing workforce crisis and long waiting lists for speech and language support.

Research shows that in recent years, one in five parents reported buying fewer books and 24.8 per cent spent less on educational devices (such as child-friendly tablets and audio-players) for their children due to increases in the cost of living.

In addition, many parents reported spending less on activities (such as after school clubs or trips) for their children and one in 10 reported feeling too busy or stressed to support their child’s literacy at home.

Jonathan Douglas CBE, chief executive of the National Literacy Trust, said: “Literacy changes everything, right from the very start.

“A child’s early grasp on language and first steps to build communication skills will set them up for life.

“We know parents want to give their children the best possible start in life, but the socioeconomic events of the past five years and limited local support for parents to build awareness and learn new skills around early literacy development have contributed to a climate in which parents have limited finance, time and energy for engaging in home learning activities.

“Given the importance of the home learning environment on improving outcomes for children our findings call for urgent and considered action.”  

Tracy Jackson OBE, head of early years at the National Literacy Trust, said: “Through our Early Words Matter campaign, connecting with local authorities, businesses, and community leaders has reinforced our belief in the power of collaboration for change.

“By working together to close the UK’s literacy gap, we can give more children and young people from disadvantaged communities the tools they need to thrive, empowering our future workforce and driving a more equal society through literacy.”  

The National Literacy Trust has free Little Moments Together resources designed to support parents and carers of 0-2-year-olds to talk more with their children during day-to-day activities.

Commenting on yesterday’s (23 October) findings, James Bowen, assistant general secretary at school leaders’ union NAHT, said: “One of the most important things a parent can do to support their child’s education is to read with them at home. An early love for books and reading can have a huge long-term impact. It is therefore concerning to see suggestions that parents are reading to their children less frequently than previously.

“There are undoubtedly huge pressures on families currently and cuts to community services and local libraries certainly have not helped either.

“We should be doing everything we can to encourage parents to read with their children as often as possible – just five minutes a day can make a real difference.”  

The research can be accessed here.