How does Reading Force support the development of STEM?
It is widely recognised that communication, confidence, curiosity, resilience and the ability to build strong relationships are among the qualities that enable young people to thrive in life. These same attributes are increasingly recognised as foundational to success in STEM, where educators and employers place growing emphasis on collaboration, creativity and the ability to adapt in a rapidly changing world. Shared reading provides a powerful way to nurture these qualities from an early age.
Reading Force is built on a strong foundation of research, evidence and practice developed over more than two decades by our founder, Professor Alison Baverstock. Her award-winning work, including the Kingston University Big Read, demonstrated the power of shared reading to foster engagement, participation, connection and a sense of belonging across a wide range of settings. These principles continue to inform our work today, enabling Reading Force to deliver a proven, evidence-informed programme that supports military families through shared reading experiences.
Many of our current and prospective sponsors are committed to helping young people succeed in STEM disciplines. Through its shared reading programme, Reading Force helps children develop the qualities associated with successful STEM learning. Shared reading encourages children to communicate their ideas, ask questions, consider different perspectives and persevere with new challenges, helping them build the confidence, curiosity and resilience needed to engage with STEM subjects and future careers. For Service children, reading together also provides continuity and connection during periods of mobility, separation and change, helping families maintain strong relationships despite the unique challenges of military life.
The result is a programme that supports children's wellbeing, strengthens family relationships and helps young people engage more fully with learning. By nurturing curiosity, communication, confidence, resilience and strong relationships, Reading Force helps children develop the transferable qualities that support success in STEM education, future employment and lifelong learning.
Our Ambassador in Northern Ireland, Jen Robinson, comments on her involvement in STEM – and how it is supported and developed through reading for pleasure:
“I served as an engineer officer in the RAF for 18 years, including a tour as the senior engineer on a frontline flying squadron, time spent working with industry and another post working directly for the RAF Chief Engineer.
Today, I work in community development, applying all the problem-solving skills I honed as an engineer to developing and delivering interventions that build community wellbeing. So, in my experience STEM’s value shines brightest through its contribution to finding solutions to real world problems.
But to work on these problems, we need to be able to absorb information, create images of understanding in our mind, add and take away parts, ask questions, conjure up ideas, and share potential solutions.
I have always enjoyed reading and when I read a good book, I know too that I am working on developing those problem-solving skills, as I absorb the information the author has laid out for me, create images of understanding in my mind, add and take away parts as the plot thickens, ask questions and conjure up ideas of what might happen next, often sharing my thoughts on a good, or bad, story with family and friends.”
Our Senior Ambassador, Terry Stuart, reflects on her experience of developing STEM talent and the role that shared reading plays in lifelong learning:
“As a Chartered Fellow of the CIPD and senior HR leader who has partnered with CIOs, CFOs and R&D leaders, I have spent my career building, acquiring and developing talent for global organisations. Working across Information Technology, Finance, Research & Development and Global Business Services, I have helped organisations identify the capabilities they need for the future while creating environments where people can learn, grow and perform at their best.
Within STEM disciplines, success depends on far more than technical skills alone. While technical expertise may open the door, what often distinguishes the highest performers is their ability to communicate effectively, build strong relationships, collaborate with others and adapt to new challenges. The most successful individuals combine technical excellence with curiosity, confidence and resilience. They can translate complex ideas into language that customers, colleagues and leaders understand, ask insightful questions, embrace continuous learning and work effectively across teams to solve real-world problems.
Shared reading plays an important role in developing these qualities from an early age. Reading and discussing stories together encourages children and young people to express ideas, ask questions, consider different perspectives and build confidence in their own thinking. It strengthens communication skills, nurtures curiosity, develops resilience and creates opportunities for connection and shared understanding. These are qualities that support success not only in STEM, but across education, employment and life more broadly.
In my experience, shared reading helps create not only stronger readers, but more confident, curious and resilient learners, equipping them with the foundations they need to thrive throughout their education, careers and lives.”