Book Banning Trends Report

 This report reflects on five years of escalating book censorship, including challenges, opportunities, and successes. "This fall marks the start of year six of relentless book bans—that’s more than half a decade. While the movement has shifted since its start, there is little question that we’re in for several more years of tireless advocacy on behalf of the right of all people in this country to read and access diverse, inclusive library collections."

Jensen, K. et al. (2026). We need to tell the story. Book Riot. 

https://bookriot.com/book-censorship-5-year-report/?utm_source=substack&utm_medium=email 

Reading and Well-being Study

 

"Drawing on subjective surveys and objective studies using longitudinal, neuroimaging, and behavioral methods, we highlight converging findings that link reading engagement with improved brain and mental health, better cognitive performance, and reduced risk of cognitive decline. Survey data in adults suggested that reading was associated with reduced stress, greater empathy, enhanced well-being, and decreased loneliness. Longitudinal cohort studies further indicate that cognitively stimulating activities, particularly reading, are associated with a lower risk of dementia and slower cognitive decline, even among individuals with lower educational attainment. In childhood and adolescence, early reading for pleasure has been linked to better attention, memory, executive function, academic achievement, and fewer mental health problems. Neuroimaging findings suggest that reading is associated with structural and functional differences in brain regions supporting executive control, emotional regulation, and social cognition." (abstract extract).

Sahakian, B. J., Perrin, V., & Langley, C. (2026). Reading and associations with brain health, cognition, well-being, and mental health. Psychological Medicine, 56, e262. doi:10.1017/S0033291726105625

Preschool Reading Study

 A new study found that parents and other caregivers are reading less often to their preschool-aged children than before the pandemic. The study also suggested that certain factors lead to a greater likelihood of regular shared reading habits at home, and others appear to have the opposite effect. Those insights may be useful to educators as they guide families toward establishing strong shared-reading habits at home—which can boost early literacy skills and hook kids on the joy of reading for fun. Having children’s books in the house increases the likelihood of shared reading. Kids who spent more time on screens got less shared reading time with parents or caregivers, and vice versa.

Jung K., & Barnett,. W. (2026).  Parent-Child Shared Book Reading With Preschoolers During and After the COVID-19 Pandemic. JAMA,  9(8),  e2631611. doi:10.1001/jamanetworkopen.2026.31611

Students' Use of Chatbot Report

 “A new nationwide survey from the child safety nonprofit Thorn found that AI chatbots have quickly become part of many children's lives, not just for homework or curiosity, but sometimes for advice, emotional support and help navigating frightening online experiences. … Among its findings:

• 67% of children said they have used an AI chatbot.
• Nearly one in four reported experiencing an online sexual interaction.
• Of those children, 15% said they sought support or guidance from an AI chatbot afterward.

Researchers also found that fear and embarrassment increasingly keep children from telling adults when something happens online.” (Gulf Coast News, July 28, 2026).

Thorn, R. et al.  (2026). Youth perspectives on online safety, 2025. 

https://info.thorn.org/hubfs/Research/Thorn_2025YouthPerspectives_Report.pdf

Teen Reader Struggles Study

 

“New data underscores a troubling trend: Middle schoolers’ reading scores are stuck at post-pandemic lows, even as younger students show some signs of academic recovery. The research, from the assessment and research organization NWEA, examines 6th graders’ reading scores on the company’s MAP Growth tests between 2017 and 2025. On average, 6th graders lost ground between 2019 and 2021, during the height of COVID-related school disruptions. But after that, achievement trends began to diverge for students who were already stronger readers before the pandemic began, and students who were struggling. Sixth graders who were at 90th percentile and the 50th percentile in 2019 saw their scores flatline starting in 2022. But students at the 10th percentile have continued to lose ground, with achievement dropping further year after year. These patterns reinforce other data. Over the past two years, two sets of results from the National Assessment of Educational Progress have shown middle schoolers’ reading scores continuing to fall or stagnating, with the lowest-performing students driving the decline.” (EdWeek, Aug. 4, 2026). Kuhfield, M. (2026). Struggling adolescent readers left behind: Evidence of post-COVID-19 declines and pathways forward.  NWEA Research.  https://www.nwea.org/uploads/struggling-adolescent-readers-left-behind-evidence-of-post-covid-19-declines-and-pathways-forward_NWEA_Research-brief.pdf