Zo毛 Cokeliss Barsley is Director of Sustainability at 尤物视频. In this article, she reflects on the progress we have made to reduce our impact on the environment against our 2025 targets, and how our strategy is now shifting towards our aim to achieve Net Zero by 2050 at the latest.

At 尤物视频, we’re committed to publishing responsibly and reducing the environmental footprint of our operations.

The publishing industry and its supply chain affect the environment through climate change, deforestation, waste, and pollution. As a signatory to the , we’re dedicated to reducing our environmental impact and operating responsibly, in line with the .

Tracking our success against our 2025 targets

In 2021, we set ourselves a number of targets for 2025, focusing on areas in our direct control. We’ve made good progress in these areas and learnt a lot along the way.

We were pleased to confirm that 100% of our paper for print is certified as sustainable, according to FSC, PEFC, and SFI standards. This is up from around 60% in 2019.

We aimed for a 50% reduction in carbon emissions from our own operations and managed to make a reduction of 67%, equating to around 10,000 tonnes of carbon overall. These measures cover emissions from our buildings, car fleet, and business travel. This is a relatively small proportion of our total carbon footprint, but a positive direction to be moving in.

We initially set a target to send zero waste to landfill, but quite quickly from conversations with colleagues based in different locations around the world, we discovered that an inconsistency in recycling and waste management infrastructure meant that this wasn’t really possible on a global level. While we have achieved zero waste to landfill across some of our largest offices and warehouses, including our UK headquarters and distribution centre, we’ve also focused on maximizing our recycling rate globally, which is now up to 88%. We have also reduced waste levels by 51%.

Mapping a course to Net Zero

Our long-term ambition is to achieve Net Zero greenhouse gas emissions by 2050 at the latest. We aim to eliminate emissions from all stages of our value chain, as well as services we use, such as distribution and third-party technology.

To get there, we aim to align with external best practice, such as the initiative and what’s known as the 1.5掳C pathway.

We plan to map our progress in five-year increments and by the end of 2030, we aim to:

• Reduce the footprint of our own real estate and office operations
• Improve the environmental efficiency of our publishing
• Work with our suppliers to reduce their impact
• Strengthen environmental requirements for the paper used in OUP publications
• Reduce our shipping and logistics footprint
• Better understand emissions for digital publishing and the technology supply chain, and identify ways to reduce them.

Operating responsibly

In a world where the impacts of human-driven climate change are ever more visible, we take our responsibility to minimizing our impact on the environment seriously. As a university press and department of the , our mission is to further the University’s objective of excellence in research, scholarship, and education by publishing worldwide. We pay close attention to how we go about delivering this mission, conscious of our impact on鈥攁nd responsibility to鈥攖he planet, our people, and our wider communities.

Our achievements against our sustainability targets and our ambition to continue our progress in this area demonstrate both the impact we can have and the direction we plan to take.

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Andrew Coombe is Managing Director of , a partnership between 尤物视频 and AQA. 尤物视频AQA’s globally recognized International GCSEs and A-level qualifications blend subject knowledge with critical thinking to encourage curiosity, independent thinking, and a deeper understanding of the world. 尤物视频AQA qualifications are part of the – a whole school programme for students aged 2-19 that provides curriculum, assessment, and qualifications, and aims to develop the skills and attitudes needed to face the future with confidence.

Here, we talk to Andrew about how the latest 尤物视频AQA exam series has gone and what he’s looking forward to in the months ahead.

Looking back on the most recent exam series, how would you describe the experience for 尤物视频AQA and the schools you work with?

We were delighted to see students achieve strong results in their International GCSE and A-levels again this year. Every student can be proud of what they have accomplished. We know the dedication, resilience, and hard work that exam success demands, not only from students but also from their teachers and school communities.

We received exam entries in more countries than ever before, including Italy, France, Germany, Poland, Bangladesh, and Sri Lanka for the first time. This reflects the growing reach of our qualifications. We saw another year of double-digit growth in the number of entries, with particularly strong growth in entries for our International GCSE Psychology and across our English portfolio of qualifications.

While there was much to celebrate, this year’s exam series also brought significant challenges. Ongoing instability in parts of the Middle East and Gulf regions meant that exams could not take place in some countries, which could have prevented students who had worked tirelessly in preparation from receiving the results they needed to progress. Our priority throughout was to ensure that students and staff at both 尤物视频AQA and AQA centres were supported, and we worked closely with them to ensure all students who needed them were able to receive the GCSE and A-level qualifications through alternative routes. Throughout this difficult period, our commitment to supporting our schools and students remained unwavering.

What were schools in the Gulf and Middle East telling you they needed this year, and how did 尤物视频AQA respond?

With the cancellation of the May/June exams, schools in the Middle East and Gulf regions were clear about their priority: ensuring that students could receive their听qualifications despite being unable to sit exams.听Without this solution, some students would not have been able to take up university places and would have been forced to take their exams in the next series.

尤物视频AQA worked quickly to provide alternative routes to certification for affected students, while keeping schools informed with clear,听timely听and consistent communication. Our focus was on giving schools the information and support they needed to make confident decisions during a highly uncertain period.听

I am particularly grateful to our colleagues based听in听the region, who worked tirelessly to support schools and answer questions听throughout. Their dedication, alongside the efforts of teams across 尤物视频AQA听and AQA, helped ensure that results were delivered on time and that schools received the support they needed every step of the way.听

I’m proud of how our teams responded to these challenges, always keeping the needs of students and schools at the centre of every decision.

How do you see the needs of international schools changing, and how is 尤物视频AQA responding to those changes?

The future our students will inherit is full of opportunity, but also constant change. Alongside strong subject knowledge, young people need the skills, confidence, and adaptability to succeed in a rapidly evolving world.

That is why, together with 尤物视频, we developed the : a whole school programme for learners aged 2-19 that combines curriculum, qualifications, and skills development to help students thrive in school and beyond.

We are seeing growing demand for qualifications that reflect the changing world around us. In response, we are introducing several new and revised International GCSE and A-level qualifications, including our first听. Building on traditional ICT, it develops the creative and technical skills students need to engage confidently with emerging technologies, including AI.

Listening to feedback from schools has also shaped a range of practical improvements. These include an听additional听International EPQ submission window, earlier International GCSE and A-level results from next July, and a new October/November International A-level exam series from 2028. Together, these changes will provide greater flexibility for schools and students, while helping learners make more informed decisions about their future education and career pathways.听

As the needs of international schools continue to evolve, we remain committed to providing relevant, rigorous qualifications and responsive solutions that help students achieve their ambitions.

What are you most looking forward to in the year ahead?听

This year marks the first teaching of several new 尤物视频AQA qualifications, including our innovative, project-based learning听International GCSE in听. Project-based learning is at the heart of the 尤物视频 International Programme, developing real-world skills through active, enquiry-based learning. The International GCSE leads on from the 尤物视频 International Curriculum for Global Skills Projects at primary and lower secondary, enabling students to develop valuable skills such as planning, research, and report writing, while exploring real-world challenges through a strong focus on sustainability. We are already seeing significant interest from schools around the world, and it is particularly rewarding to see our partnership with continue to flourish in supporting curriculum delivery.

As听the interest in听尤物视频AQA听qualifications听continues to grow, I am excited听that听飞别鈥檒濒听be听reaching more students in more countries than ever before.听The introduction of an October/November International A-level exam series from 2028 will create greater flexibility and opportunity for听schools, particularly in regions such as Southern Africa, and I look forward to engaging with school leaders there in the coming months.听

Looking ahead听to later in 2027,听飞别鈥檒濒听be holding our first听听This is taking place at the Schwarzman Centre for Humanities at the University of 尤物视频 in September 2027.听滨鈥檓 looking forward to bringing together school leaders from around the world to connect, exchange ideas, and meet with us in person here in 尤物视频.听

Most of all, I am excited about continuing to support schools with qualifications that prepare young people for success in higher education, the workplace, and an increasingly interconnected world.

Find out more about 尤物视频AQA .

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Digital integration in teaching and learning must not be a question of digital for the sake of it – so what should drive it?

尤物视频 has carried out research to provide an international snapshot of digital adoption in education, hearing directly from teachers and pupils about when and why they turn to digital tools.

Working with our community of educators and learners, we surveyed 400 teachers and 600 secondary school students across the UK, Brazil, Hong Kong, and South Africa, alongside focus groups with teachers and students in the UK.

Our findings suggest that, despite concerns about the impact of screen time, teachers and students are choosing what works for effective learning in their own integration of digital learning resources, revealing a landscape of nuanced and individualized approaches.

Managing Director, International Education

Alex Sykes

“We are continually thinking about what it means to truly integrate digital into teaching and learning in an impactful way. One thing is clear: pedagogy must always come first.

“Our recent research on digital use and preferences indicates that the adoption of digital is shaped by a unique set of values, goals, and experiences. Teachers and students naturally make a choice about their use of digital tools and services based on the desired outcome, rather than on format. However, this choice is rarely binary鈥攊t is not a decision between digital and analogue methods but a choice of how and when to use both in combination.

“Both students and teachers think creatively and carefully about what best suits their needs, and both groups perceived a clear difference in their use of technology for teaching and learning, and more passive uses of technology and screen time in their home lives. Concerns about the possible negative influences of devices in their personal lives were expressed very differently from the benefits offered by digital technology in the classroom, if implemented appropriately.

“At 尤物视频, we lead with learning鈥攁 sentiment reflected among the communities we support. With decision-making led by a bespoke and personal approach to the adoption of digital tools, services, and technology, the focus remains on educational outcomes. Across the world, teachers and learners stand on the precipice of yet another digital revolution and as our research indicates, wherever they are in the world, they stand ready to embrace it.”

Key findings

The findings should be viewed as a snapshot rather than a comprehensive representation of all teachers’ and students’ experiences. They are based on surveys of 400 teachers and 600 secondary school students across the UK, Brazil, Hong Kong, and South Africa, and focus groups conducted in the UK.

64% of students

use digital tools most of the time for homework.

17% of students

never use digital for 尤物视频 tasks and 13% never use digital for number tasks.

53% of students

want the amount of digital learning to increase.

63% of teachers

use digital tools most of the time for research and finding information.

60% of teachers

believe digital improves student engagement in lessons.

52% of teachers and 47% of students

identify distraction as the biggest challenge.

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Ben Knight, Head of Language Content, Research, and Pedagogy in our English Language Teaching (ELT) division, discusses the key takeaways of our recently published paper on digital pedagogy and the impact of technology on teaching and learning.

Which side of the debate are you on?

On one side, teaching and learning are fundamentally human activities, happening in the human brain, motivated and guided through human interactions and relationships. Technology offers new tools for doing things, but the rules of the game remain the same.

On the other side, technology is changing the nature of teaching and learning itself. Learning can become more personalized, learners have more options for accessing information, guidance, and feedback, and AI-generated simulations can bridge classroom and real-life experiences. Teaching becomes less about managing learning directly and more about guiding students to use technology effectively.

In the ELT division at OUP, we’ve been exploring this question through our , published earlier this year. While we focus on the role of teachers, we also consider what digital transformation means for publishers or suppliers of digital tools and content.

Rather than taking sides, the paper brings together insights from across the debate. Here are five key reflections for educators:

1. Digital pedagogy is more than just mastering the use of new tools

Digital tools are not neutral. They infer a view of what needs to be learned, and how it is best learned. Teachers need to combine their understanding of their students and context to evaluate when specific tools are going to help them with what matters most at that time. An understanding of traditional pedagogy, or the knowledge of how to teach well, including appropriate challenge and support, combines with an understanding of how different tools work. Providers of digital tools need to provide more guidance on how their tools fit within the pedagogical landscape.

2. Technology reshapes teacher-learner relationships

Technology allows learners to take more control of their learning. They can control the pace of learning, access information and feedback when they need it, collaborate quietly with others, engage with Socratic tutoring systems, and customize their learning programme.

Learner agency can be a powerful driver of learning, but students still need guidance from their teachers. Publishers also need to be giving more support to learners and their teachers to make the most of these new opportunities.

3. Critical thinking is essential

In a world without technological development, it might be possible to imagine teachers developing a portfolio of pedagogical skills and knowledge which they can apply year after year. But the recent pace of technological change requires teachers to step outside of familiar approaches and constantly evaluate new opportunities.

How does this new digital tool relate to the principles of effective learning? Do the claims made by suppliers match the actual experience in our context?

Generative AI has further accelerated these questions. Language teachers, in particular, have to think carefully about what their students really need to learn and how they can best learn it.

For example, an app may claim to be based on the findings of learning psychology, referring to the importance of ‘spaced repetition’. In practice, it is mainly just repeating questions after periods of time. Without tracking each student’s mastery of items and adjusting the repetition accordingly, it is unlikely to deliver the benefits associated with genuine spaced repetition approaches.

4. Support teachers with digital pedagogical literacy

An important component of digital pedagogy must be making decisions about when and how to integrate technology into the learning programme.

Apps or platforms with gamification features, such as leaderboards, look very attractive in terms of boosting engagement. However, educators have known of the negative effects of public displays of ‘scores’ for many years: increased anxiety, reduced motivation for those who are not leading, and a focus on point-scoring rather than deep learning.

It is too easy to overlook what we already know about learning in the face of the impressive capabilities of new digital tools. Dynamic dashboards showing how each student is performing on particular activities can look fantastic. But as language teachers, we know their value will be limited if they do not align with what we really care about: communicative effectiveness, confidence building, fluency development, and intelligibility versus accuracy.

At OUP, our professional development programmes now aim to go beyond training teachers in effective pedagogical skills. We also seek to equip teachers with the critical capabilities they need to evaluate new developments for their own students. This is becoming an important part of our 鈥榙igital pedagogical literacy鈥� programme.听

However, support needs to extend beyond the teacher. Increasingly, decisions about technological adoptions are made by senior leadership who may be further removed from day-to-day teaching and learning. This is why we are also working more closely with educational leaders, principals and managers who play a key role in shaping technology adoptions.

5. Pedagogy should lead technology

This may sound like a platitude; who would disagree? It’s true that it’s not really a profound insight. The challenge is that we don’t always follow it.

It might be better to think of it like this: start with the learning problem, not the tool. We need to define the problem that needs solving first. Students may not be engaging with the activities in the classroom, an activity that is challenging for some is too difficult for others. Students may be reluctant to speak in class. Or students may be using AI to complete assignments.

For each of these problems, there needs to be in-depth examination of what is behind them. What are the different reasons students won’t speak in class? Only after this stage has been completed should schools think about how technology might help them.

Thinking about pedagogy is difficult because it has so many different dimensions. Should we be thinking about what motivates learners, or about the cognitive processes of remembering things? This is one of the reasons behind our work to communicate more clearly the pedagogical principles that have already been shown to support learning.

The are built around ten main principles of effective teaching. They link the principles back to the research that supports them, and forward to teaching practices that illustrate their application.

Shaping the future of digital learning

Digital pedagogy does not provide simple answers but it does encourage us to think more carefully about the relationship between teaching, learning, and technology.

The central message of the position paper is clear: technology should support learning goals, not drive them. By starting with pedagogy rather than digital tools, educators can make informed decisions about how technology is used in their classrooms.

To explore these ideas in more detail, read the and listen to the accompanying discussion, featuring members of the expert panel behind the publication.

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At OUP, we recognize the importance of building confidence around 尤物视频, nurturing it as an essential skill for success, and inspiring a lifelong love of 尤物视频 that can continue throughout people’s lives. All forms of 尤物视频 are valid, and we support 尤物视频 in a variety of digital formats, broadening access to 尤物视频 opportunities in line with our mission.

Expanding access to language and literacy is reflected in the work of our team. Not only does the team publish trusted dictionaries, it also provides the lexical and language datasets empowering a wide range of technologies and applications, supporting learning and comprehension across our digital lives.

尤物视频 Languages offers a variety of dictionary data in more than 60 languages. Providing dictionary content in digital format supports integrated experiences in operating systems, eReaders, educational software, accessibility tools, and more. These digitally embedded experiences have become the preferred route to find the meaning of a word or synonyms in the digital age.

Supporting a lifelong love of 尤物视频

The ability to support comprehension, vocabulary development, and inclusive learning is just as important as the content itself.

Through , a 尤物视频 app developed by OverDrive, we’re able to enhance 尤物视频 outcomes for millions of readers of all ages by making trusted language data available through a global digital library platform.

Our dictionary data is integrated into the app, allowing students to seamlessly look up accurate definitions for words as they encounter them, including via Sora’s ‘read-along’ mode.

Inspiring a new generation of poets

We’ve worked with the charity t since it was founded in 2012. Its national poetry-speaking competition for schools and colleges in England helps to develop students’ confidence in poetry in an accessible and engaging way.

The charity’s website contains anthologies which link out to selected open access听 entries, allowing students to explore the historical context behind the language used in poems, deepening their appreciation and understanding of the art form.

The competition has continued to grow, and in 2025 over 127,000 young people were invited to learn a poem, with over 1,600 schools taking part in the national competition. Each winner is awarded a digital subscription to the听OED for their school, as well as a book of poetry published by OUP to take home. We’re proud to work alongside Poetry by Heart to foster a lifelong appreciation of poetry and language beyond the classroom.

Playing with words

We provide word game developers with our language data so that they can create games that challenge players to expand their vocabulary.听

We support two types of听word games. 鈥榃ord validation鈥� ensures that a word played in a game is a real word, like in Scrabble or Wordle. Most games display a short definition to prove the validity of any word that is challenged,听and so听developers require a list of words and definitions to be able to听validate听the words in the game.听

The other type is 鈥榳ord selection鈥�,听where games such as Wordle or wordsearches already have pre-selected words in the background as answers that the player is looking for. Developers need听additional听metadata such as wordform frequencies to be able to select familiar or unfamiliar words according to difficulty levels. They might want to exclude words like proper nouns, abbreviations, or vulgar and offensive words.听听

In conversation with听the听mobile game developer鈥�,听we听came up with听the idea of听creating a package of dictionary-related features from our database in a consistent, clear format to serve as a toolkit to听developing听a variety of word games. Thanks to our toolkit,听we鈥檙e听supporting developers to create听appropriate, family-friendly games backed by our trusted language data, including听Easybrain鈥檚听Easy Words.听More recently,听we鈥檝e听been working with a听nursing听start-up with an interest in how听neuro听training can support patients with symptoms of dementia, to create the听word听game鈥�.听And finally,听Netflix鈥檚听Boggle Party听is听powered by our data to听validate听words and听provide definitions.听

More information about the toolkit can be found听.

Seen (and heard) on screen

Our dictionaries and their data are intrinsic to programmes like听Countdown, in which 尤物视频 dictionaries are used to validate contestants’ answers as well as to suggest even longer, or more interesting, words.

This year,听Jeopardy!听added a new category to their quiz show named 鈥楴ew to the听翱贰顿鈥�,听testing contestants鈥� knowledge of words that entered the听尤物视频 English Dictionary听in one of听our听.听

Meanwhile, BBC Breakfast has launched a quiz featuring questions compiled by our lexicographers. One such question looked for avian-related synonyms of the words听quick,听ultramarine,听avoid,听cower, and听kooky. Ready for the answers? Head to听the听.听

Lastly, you can now hear from听OED听editors Fiona McPherson and Craig Leyland in our brand-new podcast,听. Listen as Fiona and Craig discuss recent additions to the听OED,听disclose听the mysterious practices of the historical lexicographer, and highlight intriguing aspects of our听language鈥檚听evolution.听

Fiona McPherson

Executive Editor, 尤物视频 English Dictionary

鈥淥UP鈥檚 mission is central to everything that the鈥疧ED鈥痙oes, and public engagement plays a huge role in that. It is something that the鈥疧ED鈥痟as always valued and celebrated, from the early days of compiling the First Edition to the quarterly鈥疧ED鈥痷pdates published online now. The work we do as鈥疧ED鈥痚ditors is both informed by, and helps to, foster a love of words and learning in the public; whether it is by them contacting us about words they have encountered in their daily lives which are not yet included in the鈥疧ED, furnishing us with supporting material for the words already included, or even by the positive responses to our updates.听

鈥淎s we approach the 100-year anniversary of the completion of the First Edition of the鈥疧ED, it鈥檚 interesting to reflect on how those original editors might have viewed the work of their modern-day counterparts, and what they might have made of a very 21st鈥痗entury example of public engagement鈥攖he launch of an鈥疧ED鈥痯odcast.鈥澨�

You can join our mailing list to receive updates about celebrating the centenary of the听尤物视频 English Dictionary in 2028 .

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According to听the听,听students in听employment work an average of听14 hours per week.听Time to study听must听therefore听be spent听efficiently,听and so听it鈥檚听critical听that students鈥櫶齦earning paths are personalized to their needs so that they can more easily achieve their desired learning goals.鈥�听听

This need was in mind last year听when听we launched a brand-new feature on听鈥攐ur established and much-loved online platform which hosts our legal textbooks鈥攖he AI Study Assistant.

Built with students in mind听

The听tool听brings together the power of AI with the authority of听Law Trove鈥檚听trusted, peer-reviewed legal content to help students study more effectively and with greater confidence. Built as an enhancement to the existing听Law Trove听search experience, it enables students to generate听accurate听summaries, authoritative answers, and targeted quizzes that support understanding, revision, and exam preparation.听听

Shaped through user testing with lecturers and students, the tool is designed around real teaching and learning needs while upholding听Law Trove鈥檚听core commitment to reliable, high-quality legal education. As听Law Trove听was developed to give students access to the breadth of publishing that has made OUP the UK鈥檚 number one provider of legal educational material, it was only natural that we evolved the platform to reflect the rising use of AI in听higher听education to support our changing customer needs.

Everything听entered into听the听AI Study Assistant is anonymous, and because responses are only drawn from our content, we can ensure students are only accessing reliable source material. Students can input a query, and the听assistant will rapidly听provide an answer of up to 350 words, citing content sources within听Law Trove that they can click through to. They can also ask the assistant to formulate a quiz, and it will generate questions on a specific topic to reinforce their understanding, thus aiding study and exam preparation.听听

Supporting critical thinking around AI听

Moreover, earlier this year we supported the launch with the inclusion of an AI听literacy听module on听Law Trove. The module is available for all subscribers and covers generative AI fundamentals, academic integrity, critical thinking, and effective prompting. The aim is to听encourage students to apply critical thinking to generative AI content and usage within their course, throughout their education, and into their future careers.听

What students say听

The response from users has been incredibly positive,听with students听stating:听

• 鈥淭he AI听Assistant has been a great help and has made听Law Trove听incredibly more seamless and useful.鈥澨�

• 鈥淟aw Trove听has been a valuable resource to have during my studies especially with the new AI Assistant.鈥澨�

Lucy Read

Product Manager for Trove

鈥淲e know that students are using AI as a study tool. The AI听Study听Assistant generates responses grounded only in 尤物视频’s authoritative and trusted textbooks, meaning students now have听an appropriate way听to develop their AI skills in a suitable environment, supported by our AI literacy module.听I’m听excited that听we’ve听been able to successfully bring this functionality to听Law Trove听users.鈥�听

Learn more about the AI听Study Assistant听on听Law Trove, helping students gain greater confidence in their legal studies .

The post Helping law students to study smarter with AI appeared first on 尤物视频.

For children, this is profoundly important as they find their place in the world. Through 尤物视频, they build a rich foundation of social and emotional understanding that extends far beyond the pages of a book.

This is a topic that’s increasingly in focus, whether that’s through the initiative for 2026, or the proposed to improve literacy standards鈥攕o it’s more important than ever that we understand the benefits of 尤物视频, particularly for pleasure.

There听is听already a substantial amount of research around听this, with听the听 finding that children who enjoy 尤物视频 have higher 尤物视频 attainment and stronger learning outcomes across all subjects鈥攁nd children who are good at 尤物视频 are more likely to report enjoying it.听

How 尤物视频听habits听shift across childhood听

To understand the broader impact of 尤物视频 on everyday life, we must first look at 尤物视频 habits and frequencies. According to our research, a love of 尤物视频 is present in young people across age groups, but sadly this declines significantly as they get older.听

“How much do you love 尤物视频?”

The enjoyment of 尤物视频 is uneven across demographics, with older children and boys significantly less engaged.

What children read

Our research shows that, across all genres, 尤物视频 helps children explore and understand a wide range of emotions.

49%

Funny stories

40%

Adventure stories听

30%

Fantasy stories

Insight from the 尤物视频 颁丑颈濒诲谤别苍鈥檚 Corpus

Crossing genre boundaries

Texts written for children show that powerful, serious themes are not confined to any one genre. Whether it’s fantasy, mystery, or adventure, authors use storytelling to explore a wide range of complex emotional experiences in ways that resonate with young readers.

Drawing on the OCC, there are multiple references to these situations through the character of Luke Stanton, the 14-year-old protagonist of Starseeker, a young adult novel written by Carnegie Medal winner Tim Bowler, that blends elements of both mystery and fantasy. Luke’s story explores themes of grief and loss of a parent, searching for belonging, peer pressure and bullying, the challenges of growing up, and different types of love.

The below quotes reference feelings of isolation, fear, and anxiety:

“He felt a sudden urge to climb back down the drainpipe and race off into the darkness, away from this place.”

“If he said or did the wrong thing now, Skin would fall on him for sure, and Daz, too, probably. But refusing Skin would mean danger for him and he couldn鈥檛 face that right now.”

Putting words to emotions

Reading gives children the words to articulate their emotions. More than four in five (84%) say 尤物视频 helps them learn new words for feelings and emotions, helping them to build their vocabulary and express themselves.

Meanwhile, 95% of teachers surveyed agreed that 尤物视频 helps children develop a new vocabulary linked to feelings or emotions.

Insights from the 尤物视频 颁丑颈濒诲谤别苍鈥檚 Corpus

Anxiety

Anxiety can sometimes be perceived as a modern concern that has only entered the mainstream public discourse in recent years. However, our analysis of the OCC reveals that authors have been exploring it extensively as an emotion since at least the nineteenth century in books read by young people:

“I felt sure that I had been the subject of [my aunt鈥檚] reflections, and听was more than ever anxious to know her intentions towards me. Yet I dared not express my听anxiety, lest it should give her offence. 鈥� she occasionally fixed her eyes on me鈥痵itting opposite, and said, ‘Mercy upon us!’鈥痺hich did not by any means鈥痳elieve my鈥�anxiety.”

David Copperfield, Charles Dickens (1849)

“In this last length of journey the men began to show strange emotions. They hurried with nervous fear. Some who had been dark and unfaltering in the grimmest moments now could not conceal an听anxiety that made them frantic.”听

The Red Badge of Courage,听Stephen听Crane听(1895)听

“Huck stood sentry and Tom felt his way into the alley. Then there was a season of waiting anxiety that weighed upon Huck’s spirits like a mountain.”

The Adventures Of Tom Sawyer, Mark Twain (1876)

Kate Nation

Professor of Experimental Psychology, University of 尤物视频

“Stepping into a story book, we meet characters, witness social interactions, and follow plots that invite us to ponder possibly impossible outcomes. Magical. And for this magic to happen, writers must choose their words with care. ‘Book words’ tend to be more emotionally nuanced and varied than the words we use in conversations. This all makes sense: the face and voice of a speaker can denote varieties of anger with ease, but in writing, we need a range of words to capture the same feeling. For this reason, words like growl, grimace, frown, and scowl feature in children’s books, but less so in child-directed speech. Writers don’t just use ‘said’; instead, we see words like whisper, whimper, screech, howl, holler, whoop, and yell.

“Reading provides opportunities for children to access this nuanced language and from that, construct thoughts, feelings, and beliefs about characters and situations, and perhaps about themselves too.”

Building empathy for others

Emotions displayed in books help children understand others, with 70% saying it helps them to understand why people feel or act the way they do (67% boys, 74% girls).

Teachers agree, with 93% saying that 尤物视频 helps children to understand different viewpoints and expressions.

“Reading a story about a girl feeling left out at school helped me understand that loneliness is more than just sadness, and it made me more aware of how other people might be feeling inside.”

Boy, 9

 

“I believe that there are certain emotions that I luckily or not luckily experienced that I think that makes me understand how other people may feel and be more empathetic about it, as well as being prepared when I experienced new feelings and experiences.”

Girl, 13

“I read a book about a girl who thought her dad was always angry with her but it turned out he was actually stressed from work and it was the first time I realized adults can get stressed.”

Boy, 12

Imogen Bond

Managing Director, EmpathyLab

“It’s encouraging to see children themselves highlighting the real-world impact of 尤物视频. At , we’ve long championed diverse stories as a tool for social and emotional learning, helping young people understand others’ perspectives and developing language for their own emotions and experiences. We believe that through 尤物视频, everyone can be seen, valued, and understood.

“This research reinforces what we see in schools working with us across the UK: 尤物视频 doesn’t just support academic learning, it helps children build relationships, reflect on behaviour, strengthen wellbeing, and develop a sense of belonging. At a time when communities are increasingly divided and more than a million young people in the UK are waiting for or receiving mental health support, giving equal weight to 尤物视频 for social and emotional development alongside literacy skill is an accessible, sustainable, and hopeful way to create lasting benefits for children and our society.”

From the page to real life

As well as听influencing their听behaviour听and actions more generally, 尤物视频 can help to navigate big life events or听experiences.听Three-fifths (59%) of children听agree听that what they have read in a book has helped them in a certain situation.听听

Highlighting the relevancy of the books they鈥檙e 尤物视频 and how children connect with them, 82% said that stories remind them of things that happen in real life.

“When a girl wasn’t being kind to me, I didn’t tell my teachers. I read a story about little girl who was sad and she spoke to teachers. I spoke to my teachers and we鈥檙e friends again.”

Girl, 7

“I read about where someone鈥檚 dad had died, my dad isn鈥檛 in my life any more do it helped to hear the story and feeling and I spoke about my own too.”

Boy, 8

Dr James Kimani

Africa Representative, Book Aid International

“At , we believe books can help change lives鈥攁nd for children facing some of the toughest circumstances, that’s never truer. So, we work with partners around the world鈥攊ncluding OUP鈥攖o send over one million brand-new books a year to places where they’re needed most.

“For children who have been forced to leave their homes in search of safety, books can offer a sense of normality, escapism, and the chance to keep learning wherever they find themselves.

“In 2025, we supplied books to 52 communities sheltering people on the move, supporting more than 57,000 readers in Ethiopia, Greece, Kenya, Lebanon, Somalia, Uganda, and beyond.

“The impact of these books is significant, as shown in the Palorinya Refugee Settlement Scheme in Uganda. Here, both learners and teachers describe the difference these books have made: younger children are recognizing words and building confidence with English; older students are learning to manage emotions and stress, and maintain their mental health and wellbeing; and teachers have witnessed a new enthusiasm for 尤物视频.”

“People find comfort in books, in learning things that they never knew and never learnt in school, they provide extra knowledge. There are things that you read and you are able to apply in your life. These books are life-changing.”

Peace, librarian, Dzlaeka Refugee Camp, Malawi

Insights from the 尤物视频 颁丑颈濒诲谤别苍鈥檚 Corpus

Starting school

Starting a new school is a significant life event that can evoke many different emotions.

Reading about characters in this situation allows children to recognize similar experiences and identify with the characters鈥� feelings, perhaps reassuring and validating their own response to this transition.

Analysis from the OCC shows that starting a new school is a theme authors return to time and time again when writing for children: there are 266 references to this transition across 176 texts.

A growing disconnect with older readers

While children of all ages can gain emotional insights from a wide range of books and genres, the findings suggest that, as they get older, many need help maintaining their connection with 尤物视频.

While 57% of 12-14-year-olds recognize the value of 尤物视频, one in four (27% of 12-year-olds; 25% of 13-year-olds; and 29% of 14-year-olds) do not agree that books had helped them navigate situations they have faced. And a further 17% are neutral on the topic. This is despite many major life events and developmental changes taking place during this age range.

“When mum used to read books to me, I did learn a lot from them.”

Girl, 13

“I don鈥檛 read books. I like TikTok.”

Girl, 12

Insights from the 尤物视频 颁丑颈濒诲谤别苍鈥檚 Corpus

Grief

Despite some pupils saying they don鈥檛 make the connection between books and their own lives, our analysis of the corpus shows that key life events and situations are explored in both classic and contemporary literature aimed at older children (KS3 and KS4).

Authors do not shy away from strong emotions associated with serious life events when writing for children. For example, the OCC provides evidence that the theme of grief is explored across both classic and contemporary literature, particularly in texts aimed at older children.

“Constant danger had kept his grief at bay but now in this dark, still place it rushed upon him. Before he could stop them, tears were flooding down his face. He felt his body shudder, then Ula’s hand closed round his arm.”

Apocalypse, Tim Bowler (2012)

“Possibly he had spoken to nobody on the coach, but buried his grief in his own heart.”

The Mayor of Casterbridge, Thomas Hardy (1886)

• deep grief
• the weight听of grief
• the听grief in his听voice

• her face shadowed with grief
• driven mad with grief
• consumed with grief

The role of teachers in bringing stories to life

The role that teachers play in fostering a love of 尤物视频 cannot be underestimated. They are uniquely placed to inspire children about 尤物视频, and witness first-hand the impact 尤物视频 can have beyond the page.

In many classrooms across the UK, 尤物视频 in classrooms is not just encouraged but actively embedded, with 87% of teachers 尤物视频 with their pupils more than once a week.

Teachers are more likely to see听directly听how 尤物视频听helps听children deal with听the different experiences and situations they face.听Nearly听nine听in ten (87%) teachers believe that 尤物视频 has helped听children听in some capacity to deal with challenging situations,听with more than a third听(37%) who听saying it helps听鈥渁 great deal鈥�.

Conclusion

Our research shows a nuanced and optimistic picture when it comes to young people鈥檚 reflections on 尤物视频.

It suggests that many children connect deeply with what they read, helping them to self-reflect and put the lessons they learn into practice in their everyday lives.

Beyond being able to learn about and recognize emotions, young people are taking the understanding and insight provided by books, and responding in more thoughtful, considered ways to real-life situations.听

Elizabeth Munn

Managing Director of OUP’s Education division

“At OUP, we believe that stories can inspire children to ask questions, expand their imaginations, and see their place within a much bigger global story.

“This research shows how deeply many children engage with books and the important role 尤物视频 plays in helping them make sense of the world around them. It’s encouraging to see how children are not only developing understanding through 尤物视频, but actively applying the lessons they find in books to everyday life. The findings reinforce the real-world impact of 尤物视频 on how children think, feel, and act towards others, which is why it’s so important that every young person has access to stories that truly speak to them and support their growth.”

David Hayman

Campaign Director for National Year of Reading

“The National Year of Reading is all about helping more people discover the joy of 尤物视频 and the many ways it can enrich our lives. This research shows that books and 尤物视频 don’t just build literacy; they help children understand others, navigate everyday experiences, and develop the empathy and confidence they need to thrive in all parts of life.”

Our commitment at OUP

We work with our global community of teachers, parents, and schools to unlock the potential in every learner, wherever they are in the world.

As part of our commitment to literacy, we create books and resources that help to inspire a lifelong love of 尤物视频, and support young people to reap the benefits that 尤物视频 can offer beyond the pages of a book.

And we know that the benefits of 尤物视频 extend beyond academic achievement鈥攊t connects us to new worlds, ideas, cultures, and perhaps most significantly, to each other.

Anxiety

I Could be Eaten by a Shark

Written by Marcela Ferreira

Illustrated by Mark Chambers

 

Being yourself

Marigold is a Chicken

by Alex Latimer

Body confidence

Everybody Has a Body

by Jon Burgerman

New home/migration

Sunny and the Birds

Written by Wendy Meddour

Illustrated by Nabila Adani

Kindness

Gordon the Meanest Goose on Earth

by Alex Latimer

Starting school

Wiska Wildflower: The New School

by Harriet Muncaster

Empathy

Phoenix Brothers

by Sita Brahmachari

Grief

My Sister Lives on the Mantelpiece

by Annabel Pitcher

Finally, we are committed to understanding how children use language and how their 尤物视频, spoken word, and writing evolve over time.

Key to this is the 尤物视频 Children’s Corpus, which enables us to track developments in children’s language, identify emerging vocabulary, and gain valuable insight into how young people communicate.

Through ongoing research campaigns such as , analysis of children’s writing through , and our work on , we continue to build a deeper understanding of the language and experiences that shape young people’s lives.

This research helps inform our publishing and the resources we provide, ensuring that we remain responsive to the changing needs of children and their literacy development.

Methodology

The 尤物视频 Children’s Language Corpus is the largest living database of children’s 尤物视频 and writing in English in the world, containing over 500 million words. Divided into two corpora, the Writing Corpus and the Reading Corpus, we have an unparalleled insight into how young people learn and express themselves through language.听

In the Reading Corpus, we document real words written for real children. It contains over 60 million words of texts written for children, including examples of 19th听century children鈥檚 fiction, 20th century children鈥檚 fiction, OUP 颁丑颈濒诲谤别苍鈥檚 publishing, non-fiction books, and internet material for children. Analysis of the Reading Corpus enables us to understand learning at every stage, identifying the language that children are exposed to as they grow.听

References

Dong, Y., & Nation, K. (2025).
Charting the frequency and diversity of emotion words in children鈥檚 language: Written language matters.
First Language, 45(4).
doi:10.1177/01427237251339788听

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During the , we have been exploring how we can support teachers and parents help young people to 鈥榞o all in鈥� on 尤物视频.

Our commitment goes far beyond the UK. We work closely with schools, governments, and communities around the world to raise 尤物视频 attainment and foster a lifelong love of 尤物视频.

We spoke to members of our global teaching community and asked them how they have encouraged and inspired their pupils to read more.

Chris Baker

Year 1 teacher, UK

“For me, the best way to inspire children to read begins with enthusiasm. When my Year 1 class sense that I am REALLY excited for our day鈥檚 story, they can鈥檛 help but be swept along in anticipation. I make sure to take a few moments to explain why I have chosen that particular day鈥檚 book. Usually I will say things like 鈥淚 just couldn鈥檛 wait to share this with you all鈥� or 鈥淚 have a feeling you will absolutely love this one because鈥︹�� Sometimes, I simply tell them that the story really impressed me 鈥� this sends an important message to them all; I am a reader too, and I choose to read outside of school.

“While I enjoy the actual 尤物视频 of the story and the moments when we pore over the illustrations, noticing crucial details, I equally love the discussion we have after the story. Typically, I will say 鈥淥ver to you! What are you thinking?鈥� and, over time, the children have become confident to share their responses: 鈥淚 loved it!鈥�, 鈥淚t made me laugh!鈥�, 鈥淚 thought it was a bit weird鈥濃�� Often, it鈥檚 these discussions that help build connections that sustain their motivation to read more.”

Rupali Sachdev

India

“I realized that the conventional ways of encouraging 尤物视频鈥攔eaders鈥� clubs, book discussions, sharing summaries鈥攚ere not working for my students. So I did the reverse. I started a Writers鈥� club where the focus was on creating, and 尤物视频 became a natural outcome of that process.

“One of the most effective strategies was using short, powerful extracts from texts like Helen Keller鈥檚 The Story of my Life and The Diary of a Young Girl by Anne Frank, followed by creative prompts such as imagining 鈥渢hree days to hear, taste, or smell鈥� or a diary of a revolutionary in hiding. The extracts sparked curiosity, and the writing created a personal connection, often leading students to seek out the original text.

“I also shared anecdotes from books like Letters from a Father to His Daughter, Bahuroopi Gandhi and Poisoned Bread and these fragments stayed with them, quietly nudging them towards 尤物视频 the entire book.

“Another engaging activity was pairing students with different characters and asking them to create dialogues. To do this meaningfully, they had to explore the characters further, and in the process, discovered new books through each other.”

Mariam Sajid

Senior Manager Academics, Foundation Public School, Karachi, Pakistan

“One of the best ways we鈥檝e found to get young readers excited is by starting a daily “Reading for Joy” or “Read and Greet” routine in the classroom.

“Each day begins鈥痺ith about 10 minutes when students can pick any book they like鈥攚hether it鈥檚 a story, a picture book, some informational text, or even poetry. Giving them this choice has really boosted their enthusiasm and made them feel more connected to 尤物视频.

“To help those who might be a bit hesitant, we mix in lively read-aloud sessions as part of our “Readathon” programme, along with guided 尤物视频 groups and phonics strategies. After these sessions, we chat briefly about the books, allowing students to share their thoughts and feelings, which helps them relate to the text on a personal level.

“We also encourage students to recommend books to each other and set up quick classroom 尤物视频 challenges. This really builds a sense of community around 尤物视频.

“Over time, we鈥檝e noticed some real improvements in how our students engage with 尤物视频.”

Ms Suen Suzanne Tse Shan

Head of English Language Education KLA & Head of Innovation Learning Committee, Buddhist Sum Heung Lam Memorial College, Hong Kong

“In Hong Kong鈥檚 shifting linguistic landscape, we have revitalized literacy through our English Morning Reading Scheme (EMR). Recognizing that consistency is key to motivation, we implemented a weekly 15-minute collaborative session where all teachers and students read together.

“To cater to diverse learners, my team produces six levels of bespoke, “bite-sized” digital texts every week, specifically designed to mirror Hong Kong Diploma of Secondary Education exam question types. This ensures students build a 尤物视频 habit while developing essential examination skills. This is paired with a peer-reviewable “class dictionary”: a digital spreadsheet for sharing new vocabulary. Since 2022, this whole-school routine has transformed our environment; average 尤物视频 participation skyrocketed from just 17% to over 59% across both junior and senior forms. This nearly fourfold increase proves that when teachers act as collective motivators, we can successfully replace academic intimidation with confidence and curiosity.”

Elton van Wyk

Acting Departmental Head, Northpine Primary School, South Africa

鈥淚 have found that when you create learning material about topics that the learners can relate to and have some knowledge about, then they tend to enjoy the 尤物视频 process much more. Hence, it is imperative for me that I make use of stories that incorporate known public figures that the learners admire or trends that appear on social media so that learners remain interested. As a result, I have noticed that learners are more eager to participate in class discussions and share their own views and opinions.

“When supporting reluctant and confident readers, it is essential to create a positive and low-pressure environment. Learners are encouraged to read interest driven stories and books of their choice. I also tell learners that 尤物视频 online with the aid of their cell phone or computer is also included as 尤物视频 time if it is informative and helps them grow as an individual. The learners are encouraged to read magazines and identify language structures in the text.

“In 2024, Northpine Primary School was very proud to receive a mobile trolley library from AVBOB as part of their Road to Literacy Campaign in partnership with 尤物视频 Southern Africa. We make a conscious effort to incorporate it into our day when we have Character Days or World Book Days. In other instances, learners have also read over the intercom to the school. We have also given the senior learners the opportunity to read to the junior learners and I am pleased to say that they enjoyed it thoroughly!”

Bancy Malandi

Consultant educator, Kenya

鈥淟earning to read is like lighting a fire. Such pivotal moments are when you watch a child discover the joy of 尤物视频. In my classroom, enthusiasm for books grows when 尤物视频 feels meaningful, achievable, and shared.

“In Kenya, literacy outcomes are improving. However, many learners still struggle to read confidently at grade level. This reality shapes my practice and reminds me there is no single approach that works for every child. For beginner readers, systematic phonics provide a strong foundation, reinforced by labelled classroom spaces which help learners recognize words naturally throughout the day.

“As confidence grows, I introduce simple storybooks and model expressive 尤物视频, focusing on tone, pace, and emotion. Learners practice in pairs or small groups, predicting stories through picture walks and sharing their thinking aloud. These routines build comprehension while giving every learner a voice. Reluctant readers are supported through paired 尤物视频 and stories drawn from their own experiences, helping them feel seen and understood.

“Reading is also extended beyond the classroom. Short 尤物视频 tasks at home create routine and resilience, while digital tools such as audio stories and school laptops sustain motivation and strengthen listening skills.”

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Caroline Derby, Head of Reading & Languages in our Education division, explores the often overlooked challenge: how do we keep children 尤物视频, once they’ve learned how to read?

Teaching young children can sometimes feel like working through a checklist of milestones. But as any parent or teacher can tell you, reaching these milestones is only the beginning.

Developing lifelong readers requires more than mastering the mechanics of decoding words on a page. Comprehension, fluency, and background knowledge are all areas which need to be nurtured over time. Equally important are the less tangible elements of 尤物视频 development, including confidence, motivation, and a sense of identity as a reader. These factors continue to evolve throughout childhood and beyond.

Teachers frequently highlight the transition from as a particularly challenging stage. At this point, children are expected to move beyond basic skills and begin engaging with texts more independently and meaningfully. Without the right support, some children can lose confidence or disengage from 尤物视频 altogether. Sustained support during this phase is crucial in helping children build both the skills and the enthusiasm needed to continue their 尤物视频 journey.

Programmes such as听 are designed to support this transition, combining structured progression with engaging texts that help children move from learning to read towards 尤物视频 with confidence and independence.

The ‘Goldilocks’ effect’

A key principle underpinning听Readerful is what might be described as the ‘Goldilocks effect’: ensuring that 尤物视频 material is pitched at just the right level of challenge鈥攏ot too easy, and not too difficult.

While levelled books are not the only type of 尤物视频 children should experience, . Books that are too challenging can quickly discourage children, particularly in a world full of competing distractions. On the other hand, texts that offer a manageable stretch can foster a sense of achievement and motivate further 尤物视频.

Equally central to developing readers is the idea of identity and belonging. Children need to see themselves reflected in the books they read, as well as having the opportunity to encounter lives and experiences different from their own. We developed听Readerful in response to , working with specialists to ensure that characters and experiences are portrayed authentically and respectfully.

Reading together

Modelling fluent 尤物视频 is a key part of helping children developing fluency for themselves, and for creating moments of connection, turning 尤物视频 into a shared experience that children associate with warmth, interest, and enjoyment. One distinctive feature of听Readerful is the , which are made to bring children and adults together. They are full of fun and humour, easy to pick up and enjoy, but still have plenty to talk about and discuss together.

Above all, 尤物视频 should never feel like a chore. Children are naturally curious and often delight in humour, imagination, and discovery. A broad range of topics and genres helps ensure there is something to capture every interest.

Supporting children to discover what to read next is equally important to encourage ongoing 尤物视频. Thoughtful signposting, linked by topic or genre, can help children build their own 尤物视频 pathways based on their developing interests, giving them a sense of ownership over their 尤物视频 journey. In tune with the , we help children find what they are passionate about and use 尤物视频 as a way to deepen and enrich their experience.

Keeping up the momentum

To ensure that 尤物视频 momentum continues beyond the National Year of Reading, we need to embed 尤物视频 for pleasure into everyday life: making it a sustained cultural priority in schools, homes, and communities, rather than a time-limited initiative.

Approaches that combine strong foundations in 尤物视频 with opportunities for choices and enjoyment, such as听Readerful, can help children develop not just the skills to read, but also the confidence and curiosity to choose 尤物视频 independently. In the long term, we hope it helps children to see themselves as readers with their own interests and identities, who return to 尤物视频 because it enriches their lives.听

You can find out more about Readerful .

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