Helping boys without a father figure realise their full potential.

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Reading Mentors

In-school setting

One to one support

Guided reading

Why Reading Mentors?

The Reading Mentor Programme is a 12-week early intervention programme for Year 6 boys preparing for secondary school, combining reading support, emotional literacy, positive male role models and family support to help boys thrive during a crucial stage of their development.

The transition from primary to secondary school is a significant milestone for any child, but for boys growing up without a consistent father figure, it can bring additional challenges. Research shows that boys continue to lag behind girls in reading attainment throughout their school years, are less likely to progress to higher education, and are at greater risk of underachieving academically when positive male role models are absent from their lives.

At Lads Need Dads, we recognise that reading is about much more than books. Strong reading skills underpin confidence, communication, emotional expression, academic achievement and future opportunities.

Our Reading Mentor Programme is specifically designed for Year 6 boys who are preparing to transition to secondary school and who are growing up without a consistent father figure or positive male role model. Through the support of carefully recruited and trained male volunteers from the local community, boys receive one-to-one mentoring that combines reading support with relationship-building, encouragement and emotional literacy development.

The programme provides boys with a positive male role model who demonstrates the value of reading, learning and healthy communication. By creating a safe and supportive environment, boys are encouraged to build confidence, improve reading engagement, develop emotional awareness and strengthen the skills they need for a successful transition into secondary education.

Benefits of the reading mentor programme.

Positive Male Mentoring and Role Modelling

Many boys on the programme have limited access to positive male role models. Weekly sessions with a trained male mentor provide consistency, encouragement and support. Mentors model positive behaviours, promote a love of reading and help boys develop confidence in themselves and their abilities.

Improved Reading Confidence and Engagement

Sessions are tailored to each boy’s interests and reading ability, helping to make reading enjoyable and accessible. Boys often report increased confidence, improved concentration and a greater willingness to engage with reading both at school and at home.

Emotional Literacy and Wellbeing

Alongside reading, mentors help boys develop emotional vocabulary and self-awareness. Boys are encouraged to recognise, understand and express their emotions in healthy ways, leading to improved communication, stronger relationships and greater emotional resilience.

Supporting the Transition to Secondary School

The move to secondary school can be daunting. Through regular mentoring, boys have an opportunity to discuss worries, build self-confidence and develop the emotional and social skills needed to navigate this important transition successfully.

Holistic development

The programme supports more than literacy. It aims to strengthen confidence, self-esteem, communication skills, resilience and aspirations, helping boys to thrive both inside and outside the classroom.

Support for Mothers and Carers

Every family is supported throughout the programme by a dedicated Family Support Worker. Parents and carers receive regular updates on their child’s progress, opportunities to discuss any concerns, and signposting to additional support services where appropriate. This ensures that support extends beyond the school environment and benefits the whole family.

Do you want to get involved? Email us at info@ladsneeddads.org or call 07834 402017 to find out when we’re running a programme in your area.

“The volunteers don’t quite realise the impact they have on these boys. They really have been strong role models. I know it’s not just about the reading BUT to have a male read to them shows them that it’s not a ‘geeky’ thing to do. Thank you.”

– Deputy Head Teacher

“Since reading with x weekly, I have noticed the profound impact it has had on his behaviour during sessions, and from the feedback I receive from teachers. x has disclosed his new ability to manage his anger and not react on impulse to situations. x is now able to talk about how he feels to diffuse situations at school and at home.”

– Reading Mentor

“Since becoming a reading mentor, I have gained invaluable experience, being able to work 1-1 with a young person and see them grow and mature throughout the 12 weeks. The reading mentor programme acts as a two-way reward system with both the young person and the mentor benefitting in different ways. Overall, it has been brilliant to work to improve young boys reading skills, self-esteem and help them manage their emotions.”

– Reading Mentor

What the research tells us

The landmark PIECE study from the University of Leeds – a major, government-funded study analysing data from nearly 5,000 two-parent households tracked over time — found that fathers’ childcare involvement has a unique and important effect on the educational outcomes of children, over and above the effect of mothers’ involvement. Crucially, the researchers found that the earlier a father gets involved in a child’s life, the more likely he is to be involved later when the child is older, setting up a pattern of involved caregiving that continues as the child gets older and benefits their educational progression.
The reverse is also evidenced: where that involvement and those positive role models are absent, boys are at greater risk of falling behind.

The attainment gap

Boys already lag behind girls in reading throughout their school years. Government data shows that by the end of primary schooling, 63% of girls met the expected standard in English reading and writing, compared with 56% of boys. This gap continues all the way through to university entry, where in 2021/22, 54% of women were in higher education by age 19, compared to only 40% of men.

Why fathers make such a difference

The PIECE researchers suggest two explanations for why fathers matter so much:

Two heads are better than one. Having two involved parents rather than one exposes a child to more varied stimuli, which fosters better cognitive outcomes because of the exposure to different values, behaviours, vocabulary and parenting styles.
Fathers bring something different. The report notes that an involved father can act as a role model for children, which helps a child to reinforce, adopt and pursue goals, and learn problem-solving behaviours.

Holistic development

Our response

This evidence base shows why early, structured intervention at the point of secondary transfer is so critical for boys without a consistent male role model in their lives. LADPODs was developed to meet that need directly during the Year 7 transition — the moment when the right support can set the course for a boy’s entire secondary education.

 

References

Norman, H., and Davies, J. (2023). What a difference a dad makes. Paternal Involvement and its Effects on Children’s Education (PIECE) study. Leeds: University of Leeds. Available at: www.piecestudy.org
Department for Education / House of Commons Library (2024). Educational attainment of boys. Commons Library Research Briefing. Available at: commonslibrary.parliament.uk
Department for Education (2025). Key stage 2 attainment, 2024-25 revised. Explore Education Statistics, GOV.UK.