How reading routines support children with additional needs

“Any book that helps a child to form a habit of reading, to make reading one of their needs, is good for them.” —Maya Angelou‍  ‍

Life can feel unpredictable for children with SEMH needs. 

School, in particular, presents challenges. If a child isn’t regulated or in a routine, learning becomes inaccessible. 

Reading supports children with additional needs by creating a safe space for connection and shared experience. 

Storytelling is one of the most powerful tools in supporting both emotional and educational journeys. Let’s talk about why. 

Building safety first with routines

Learning can’t happen without routines and a sense of safety. 

Many children with SEMH needs feel overwhelmed by simple tasks, facing increased anxiety and a limited ability to process information. 

A wellbeing-first approach is essential for our students. When physical and emotional needs start being met, reading can play a powerful role in rebuilding routines. It takes patience, as trust isn’t given quickly, but once it begins to form, progress can be made. 

We can’t expect children who haven’t had their needs met to simply pick up a book and read. Reading to them is often the first step. In the same place, at the same time, with a trusted tutor, reading becomes part of a predictable routine. 

These small signals eventually build a sense of safety, recognition and consistency.

It creates a shared, calm moment without pressure. Just ten minutes a day is enough to begin building that connection. 

Reading is regulation

Reading is a fundamental need that might not have been met for many children with SEMH needs. 

This is where reading supports children with additional needs in a way that feels safe and accessible. 

They may not have been read to at home and can feel overwhelmed when faced with reading at school. 

Some children might not like reading, but they all love stories. Storytelling is regulating, allowing the child to slow down and feel safe with an adult. We meet them where they are, leaning into their interests and finding accessible forms of written material. Audiobooks, making up stories together, even comics. 

If you can hold their attention, they begin to lean in. They want to know what happens next. Reading no longer feels forced. It becomes something they’re a part of. 

Being able to read becomes one of the greatest gifts. It gives young people access to ideas and new ways of thinking beyond their own experiences. Through stories, they can place themselves in different situations, explore how characters respond and begin to make sense of their own experiences. This helps them process emotions, solve problems and interrupt negative thought patterns. 

Readers will agree. A good book has the power to cause profound positive shifts in your own reality, bringing magic to everyday life. That’s what we want for our students. 

Ben’s story

Ben* was in Year 8 and unable to read. 

Whenever he was tasked with reading, he would have outbursts of anger and defiance. He felt self-conscious and would often act out to avoid admitting he couldn’t read. 

Ben had experienced trauma at home as a younger child, which had impacted his ability to learn. His development had been disrupted, and reading triggered a strong emotional response. 

He was introduced to simple, accessible material, including books designed for younger children and short-form content that suited him, such as rap lyrics. The focus was on building trust and removing any fear of judgement. 

Over time, Ben became more willing to engage. After a few months, his mum called us, gushing that he’d been reading to his baby sister at home! This was the first time he had shown confidence in his reading in such a meaningful way.  

As his confidence grew, his behaviour began to settle. He became more open to learning and more able to manage the school environment. Ben gradually returned to school for four days a week, continuing to work with us for support and regulation. 

His mum has since shared that she has seen a significant change in him. He is calmer, more confident and more engaged in his learning. 

*Name changed for privacy and safeguarding. 

Supporting long-term progress

Reading routines aren’t a standalone fix. 

They make up one part of our tailored approach. Alongside regulation, relationship building and personalised learning, reading becomes part of how we help children feel safe enough to engage again.  With us, each child reintegrates into education at a pace that works for them. 

Reading supports children with additional needs by creating stability in a world that can often feel uncertain. 

If you know a child who struggles with anxiety, behaviour or low confidence around learning, share this blog with the team supporting them.  

Have a question? We’re here to help.