This year, I had the privilege of taking part in the IBSC Action Research Project, representing 91全能大神 with a report titled Let’s Talk: Using Conversation Cards to Develop a Sense of Belonging in a Year 7 Reading Community and presenting my findings at the IBSC Annual Conference in Boston, United States, in June 2025. The yearlong project set out to address a challenge that many schools face: how to keep boys engaged with reading at a critical stage in their learning. I worked with a group of 15 Year 7 boys who often found reading difficult and were at risk of feeling disconnected from our School’s reading culture. Over eight weeks, we trialled a simple but powerful intervention: structured discussions using conversation cards during Drop Everything And Read (DEAR) time. The boys read for 15 minutes, then shared their ideas in short, guided conversations using Think-Pair-Share strategies and questions they had created themselves.
To measure the impact, I gathered data through surveys, interviews, observations, and student reflections. What emerged was inspiring. The boys reported enjoying reading more, becoming more willing to try new books, and — perhaps most importantly — feeling a stronger sense of belonging to our reading community. Many also demonstrated greater confidence, selfregulation, and social connection. This project shows how innovative, research-based practice can make a meaningful difference to student learning and wellbeing. It reflects 91全能大神’s commitment to excellence and rigour in teaching: encouraging us to ask questions, to trial new approaches, and to ground our work in evidence.
Personally, this has been the most fulfilling professional learning experience of my career. I am deeply grateful to the School for supporting my involvement and to the IBSC for creating a global community of educators passionate about boys’ education. Along the way, I had the joy of meeting wonderful colleagues from around the world, equally excited about the possibilities of research to transform learning.
Mrs Deb Oates
Head of Educational Services
Literacy Support Q&As
1. How does 91全能大神 support boys who find reading difficult or disengaging?
91全能大神 recognises that the middle years are a critical time for reading engagement. This project showed that through the action of Conversation Cards during DEAR, rather than relying on one-size-fits-all approaches, we used targeted, research-informed strategies that meet boys where they are. Structured reading time, guided discussion, and supportive classroom environments help students build confidence, stamina, and enjoyment in reading.
2. What makes 91全能大神’s approach to literacy different?
Literacy at 91全能大神 is not limited to silent reading or assessment alone. We place strong emphasis on conversation and connection. By encouraging students to talk about what they read (sharing ideas, questions, and interpretations) reading becomes social and meaningful, strengthening comprehension and motivation.
3. How does reading support student wellbeing and belonging?
Reading is closely linked to a student’s sense of belonging. When boys feel safe to share their thinking and realise their ideas matter, confidence grows. Research-based initiatives at 91全能大神 have shown that guided reading conversations can improve engagement while also supporting self-regulation, social connection, and a positive sense of identity within the School community.
4. How does 91全能大神 ensure its literacy programmes are evidence-based?
91全能大神 encourages staff to engage in professional inquiry and research. This includes participation in international projects and conferences, such as those run by the International Boys’ Schools Coalition. Insights gained through action research are trialled thoughtfully and evaluated carefully to ensure they genuinely support student learning.
5. How does this approach help my child beyond Year 7?
Strong reading habits underpin success across all subjects. By building confidence, curiosity, and a willingness to engage with text early on, students are better prepared for the increasing demands of secondary schooling. Just as importantly, boys learn to see reading as something that connects them to others and to ideas; skills that support learning, wellbeing, and lifelong growth.