In Trinidad and Tobago, there is a paucity of research on reading for pleasure in secondary
schools. This is a cause for concern as there has been an observed decline. This study seeks to
highlight strategies which can be used to reinvigorate pleasure reading in secondary schools.

Aim: To evaluate the perceptions, inhibitors, promoters and strategies fostering pleasure
reading in secondary schools.

Methods: This study was based on a literature review. Mixed methodology using quantitative
and qualitative approaches employing an online questionnaire and two online focus groups
were utilized. Thematic analysis and descriptive statistics were applied where necessary. The
study was exempt from ethics approval.

Findings: Ninety one participants: 29 teachers, 23 librarians and 39 students participated in
the study. There were 71 females and 19 males. Questionnaire revealed both reading and
pleasure reading was enjoyed by about 60% of students. About half actually pleasure read in
the last six months. Students love for pleasure reading were less than that of librarians and
teachers. Most students found pleasure reading beneficial even if disliked. Teachers and
librarians observed a decline over time and students reported a transitional decline from
primary to secondary school. On average participants spent 3 ± 3.18 hours (median 2, range 0-
18 hours) on daily pleasure reading. Students in particular pleasure read using a range of
differing mediums, giving preference to digital formats.
Five major themes inhibiting or promoting pleasure reading were people, environment,
activities, materials and the curriculum. Most cited inhibitors by students were social media
followed closely by school based assignments (SBAs). Others included resource availability,
dissatisfaction with resources, cell phones, homework and television.