In a world obsessed with screens, the most-fundamental tool for literacy and learning remains right under our noses: paper. Classrooms across the UK rely on it every day for writing, reading and thinking. Yet at a time when literacy skills are under pressure, its role is far more than traditional or nostalgic. It is essential.
The evidence points in one direction: if we want stronger literacy, better engagement, and deeper learning, paper deserves a central place in classroom practice.
Literacy isn’t improving on its own
Recent UK data shows reading and writing engagement among children and young people is worsening. The National Literacy Trust’s 2025 Annual Literacy Survey found that only 32.7% of children and young people aged 8 to 18 said they enjoyed reading in their free time – the lowest level in two decades. Daily reading rates have dropped to just 18.7%.
Separate reporting shows how sharply reading for pleasure declines as pupils get older. By ages 14 to 16, fewer than one in ten boys read daily for pleasure.
Enjoyment of reading and writing matters because it supports comprehension, vocabulary development, confidence, motivation and academic progress. It is not an add-on to education. It is central to how pupils learn with depth and purpose.
Yet just as reading enjoyment has begun to wane, other key measures show writing skills are struggling too. Government statistics linked with SATs results show a large proportion of children leave primary school without the expected writing standards, with disadvantaged pupils disproportionately affected.
These trends should make educators and school leaders sit up. If children enjoy reading less and struggle to write confidently, the tools teachers give them need to support literacy more effectively. That’s where paper remains vital.
Paper supports thinking in ways screens can’t
Paper and handwriting are not opposing technology. They are tools for cognition.
Extensive literacy research highlights that writing by hand supports learning differently from typing or tapping. Handwriting involves motor skills and sustained attention that help pupils engage with language at a deeper level.
Handwriting remains an essential skill for pupils to express what they know in all subjects, not just English. Difficulties with handwriting are often reported among pupils with dyslexia and other learning differences. Paper gives teachers and pupils a stable space to practise and refine those skills.
Importantly, UK examination bodies continue to value handwritten work. Ofqual recently reaffirmed that handwritten exams remain the purest way to assess understanding, underlining that paper-based writing is still core to formal assessment.
For many pupils, being able to see their ideas laid out on paper without distractions improves focus, reasoning and confidence. It gives them time to think before they type.
Paper can help tackle inequalities in literacy
The literacy divide in the UK is not only about ability; it is about opportunity and engagement. Government reporting has highlighted that disadvantaged children are significantly less likely to meet expected standards in writing than their better-off peers.
Paper-based tasks, when designed well, can level the playing field. Unlike some digital platforms, quality paper resources do not rely on home access to technology or fast internet. They offer every pupil a clear starting point, no matter their background.
Borrowing from successful strategies used to boost reading for pleasure, classrooms that prioritise tangible, physical interaction with text create conditions where pupils are not just practising skills, but building habits. Schools with book groups, writer visits, and creative writing opportunities see higher levels of writing enjoyment and pupils who enjoy writing are more likely to practise it beyond the classroom.
Paper supports real classroom practice
In everyday teaching, paper performs functions that digital tools struggle to match:
· Drafting and editing – Pupils can sketch, cross out and refine ideas in a way that strengthens thought processes.
· Annotation – Paper makes underlining, margin notes and comparisons easy, particularly when pupils are tackling challenging texts.
· Visible feedback – Teachers’ comments and pupils’ responses are instantly tangible, helping pupils feel progression.
· Reduced cognitive load – Paper removes pings, notifications and the multilevel distractions of digital screens.
These are not minor advantages. They are practical, measurable benefits that help pupils sustain attention and develop independent thinking.
What schools can do now
To make the most of paper in classrooms:
Use it for early literacy tasks. Handwriting practice and structured writing activities help lay foundations in phonics, spelling and composition.
Combine paper with digital tools. Let technology support research and presentation, but keep initial drafting and deep reading on paper where attention and comprehension improve.
Design purposeful paper materials. Worksheets and exercise books should give space for thought, not just boxes to tick.
Celebrate paper-based success. Pupils who see improvements in their own writing are more motivated to engage further.
Conclusion: paper needs it’s place.
In a period of declining reading and writing engagement, it’s too easy to treat paper as optional. But the evidence from UK research is clear: pupils benefit from structured, focussed, distraction-free learning opportunities that paper supports.
For schools committed to literacy, confidence, and deeper learning, paper should be part of the core strategy, not an afterthought.
Because when pupils can write clearly, read actively and think independently, their learning deepens and their futures broaden.