Schools in England sidelining dressing-up for World Book Day, MPs hear
Schools in England are scaling back costume‑based celebrations for World Book Day, citing the financial strain on disadvantaged families and the risk of diverting focus from reading for pleasure. Literacy leaders told MPs that inclusive, low‑cost activities are needed to sustain the anti‑poverty be…
On Thursday, schools across England will mark World Book Day, but many are choosing to forgo the traditional costume‑wearing element that has long been a hallmark of the event. Education officials, literacy charities and teachers testified before the Commons education select committee that the expense of costumes can deepen inequality and distract from the core aim of encouraging children to read for pleasure.
Why schools are rethinking dress‑up
Jonathan Douglas, chief executive of the National Literacy Trust, explained that schools are increasingly aware of the financial pressure costume preparation places on families already facing hardship. "Many schools are incredibly sensitive to that, and are taking away the narrative around dressing‑up on World Book Day," he told MPs. The concern is not merely about the cost of a single outfit; it is about the broader message that a celebration should be accessible to every child, regardless of household income.
Helen Hayes, chair of the education select committee, described World Book Day as "a wonderful national moment" but warned that the dress‑up component tends to favour families with greater resources. "When a child cannot afford a costume, the whole experience can feel exclusionary," she said, echoing the sentiment that the event should not become a proxy for socioeconomic status.
Reading for pleasure as an anti‑poverty strategy
Both Douglas and Annie Crombie, co‑chief executive of the children’s reading charity BookTrust, stressed that reading for pleasure is a proven driver of social mobility. Douglas cited research showing that a child’s enjoyment of reading by age 15 predicts academic attainment more strongly than socioeconomic background. "Anything that takes away from that, whether it is a costly costume or a focus on materialism, undermines an anti‑poverty strategy," he warned.
BookTrust has observed schools adopting creative alternatives, such as costume swaps or art‑based dress‑up projects, to keep the spirit of the day alive without imposing financial burdens. Crombie noted that these low‑cost solutions are essential to prevent the celebration from "exacerbating the factors we know, around stresses on home life, getting in the way of reading being embedded in the first place."
National Literacy Trust warns of a reading crisis
The discussion took place against a backdrop of worrying data from the National Literacy Trust, which found that the proportion of young people who enjoy reading has fallen to its lowest level in two decades. Teachers on the panel, including Onyinye Iwu—a secondary‑school teacher and children’s author—described how many students struggle to find motivation for reading beyond textbooks.
Iwu highlighted cultural and digital influences that compete with books. "A lot of them say, ‘Miss, we’ve got TikTok, what’s the point?’" she recounted. She argued that the narrative in many communities prioritises exam preparation over leisure reading, a mindset that can be especially entrenched among migrant families seeking economic stability.
How the World Book Day charity is responding
The World Book Day charity reiterated its commitment to inclusivity, urging schools to adopt no‑cost, fun ideas that allow every child to participate. Their guidance includes suggestions such as creating homemade bookmarks, holding story‑telling circles, and using classroom art supplies to craft simple character accessories.
These recommendations aim to keep the celebratory atmosphere while ensuring that the primary goal—fostering a love of reading—remains front and centre. By removing the financial barrier, schools can better align the event with the broader governmental agenda of improving literacy rates and reducing educational inequality.
What comes next for World Book Day
While the immediate shift away from elaborate costumes is already being implemented for this year’s World Book Day, experts say the conversation about equitable literacy promotion will continue. The education select committee plans to monitor how schools adapt and whether alternative activities succeed in maintaining student engagement.
Future policy discussions may explore additional funding for school libraries, teacher training on reading‑for‑pleasure strategies, and partnerships with community organisations to provide free reading resources. Until such measures are in place, the emphasis will remain on low‑cost, inclusive celebrations that keep the focus on books rather than outfits.
Why it matters
Cost‑free World Book Day activities can help close the reading‑for‑pleasure gap that disproportionately affects disadvantaged children, supporting social mobility.
Key points
- Schools are dropping costly World Book Day costumes to avoid excluding low‑income families
- Literacy experts argue that reading for pleasure is a stronger driver of social mobility than costume‑centric events
- BookTrust and the World Book Day charity promote no‑cost alternatives like costume swaps and art projects
- National Literacy Trust data shows a two‑decade low in youth enjoyment of reading
- Teachers report digital distractions and exam‑focused cultures hinder leisure reading
Frequently asked questions
Why are schools in England abandoning World Book Day costumes?
Costumes can create financial strain for disadvantaged families and shift attention away from the core goal of encouraging reading for pleasure.
What alternatives are being suggested for World Book Day celebrations?
Charities recommend costume swaps, art‑based dress‑up projects, homemade bookmarks, storytelling circles and other no‑cost activities.
How does reading for pleasure impact social mobility?
Research cited by the National Literacy Trust shows that enjoyment of reading by age 15 predicts academic achievement more strongly than socioeconomic background, making it an effective anti‑poverty tool.
What challenges do teachers face in promoting reading for pleasure?
Teachers note that exam‑centric curricula, cultural attitudes, and digital distractions like TikTok and Netflix reduce students' motivation to read for enjoyment.
