A few weeks ago, I attended an extempore storytelling session at Pabna Square School & College, where I had the privilege of serving as the lead storyteller.
One by one, ten students stepped forward to continue the story, each adding unexpected twists, suspense and imaginative endings.
Their confidence and creativity were remarkable, reminding me that children do not need to be taught curiosity -- they simply need opportunities to express it.
The school itself reflected that philosophy.
What impressed me most was not only the enthusiasm of the students but also the institution’s thoughtfully designed environment, including two separate libraries -- one for school students and another for college learners.
It was a quiet reminder that a library is more than a room filled with books. It is a place where imagination begins.
Reading remains one of the most valuable habits a child can develop.
It nurtures creativity, broadens knowledge, strengthens critical thinking and builds confidence.
Books introduce young minds to different cultures, ideas and perspectives while fostering empathy and curiosity.
Yet despite living in an age where information is more accessible than ever, reading for pleasure is steadily losing ground to screens.
Walk into many classrooms across Bangladesh today and you will find students who can recite textbook chapters from memory but rarely read beyond the prescribed syllabus.
Those who do are often encouraged -- sometimes by well-meaning parents -- to return to guidebooks, coaching notes and examination preparation. Storybooks, novels and general reading are frequently treated as distractions rather than essential parts of a child’s intellectual development.
This reflects a broader problem within our education system.
An examination-driven culture rewards memorisation over understanding, while classroom teaching often prioritises completing the syllabus instead of encouraging curiosity.
Socio-economic realities also play a role.
For many families, examination results are viewed as the safest route to higher education, employment and financial security. As a result, reading beyond the syllabus is often seen as a luxury rather than an investment.
A newer challenge has emerged in recent years. Smartphones, social media and increasingly AI-powered tools now offer instant answers without requiring sustained engagement with books.
While these technologies are valuable when used responsibly, they can also discourage deep reading and independent thinking. When students rely on quick summaries instead of reading complete texts, they miss the intellectual discipline, imagination and analytical skills that long-form reading develops.
This should not be mistaken for a lack of curiosity among young people. Rather, it is the predictable outcome of a system that places examinations at the centre of learning.
If Bangladesh wants to cultivate confident, independent thinkers, reading must become more than an extracurricular activity, it must become an integral part of education.
Reading and storytelling are inseparable. Schools often ask students to read stories from textbooks, yet rarely encourage them to tell stories of their own or learn how stories are created. Children have an innate love for storytelling. Stories spark imagination, create wonder and help young people understand themselves and others. They expose readers to different cultures and perspectives while nurturing empathy, tolerance and respect.
Research consistently shows that children who read regularly outside the classroom perform better across subjects. Reading strengthens concentration, expands vocabulary, improves communication skills and develops critical thinking. More importantly, it teaches emotional intelligence. Through fictional characters, children learn to recognise feelings such as grief, anger, jealousy and hope, discovering healthy ways to navigate their own emotions.
These qualities are increasingly valuable in a world where creativity and problem-solving matter as much as academic credentials. A workforce capable of innovation cannot be built on rote memorisation alone.
Several barriers continue to hinder the growth of a reading culture in Bangladesh. Access to quality education remains deeply unequal. Urban centres generally offer better-resourced schools, while many rural institutions—particularly in haor, char and hill-tract areas—continue to struggle with inadequate infrastructure, teacher shortages and overcrowded classrooms. Even where school libraries exist, they are often poorly stocked, inaccessible or treated as storage rooms instead of active learning spaces.
The examination-oriented education system leaves little incentive for teachers, parents or students to prioritise reading beyond the curriculum. At the same time, smartphones and social media increasingly compete for children’s attention, replacing the time that earlier generations devoted to books.
Changing this culture requires action at multiple levels.
Every primary and secondary school, madrasa and educational institution should have a functioning library. These should not be silent, dusty rooms visited only occasionally, but welcoming spaces with comfortable seating, colourful displays and regular storytelling sessions that encourage children to develop a lifelong relationship with books. Even schools with limited resources can begin with modest reading corners created from donated books while working towards larger library collections.
Reading should also become a shared social activity. Book clubs, reading circles and read-aloud sessions allow students to exchange ideas and discover that books are meant to be discussed as much as they are read. A weekly reading period, free from textbooks and examinations, could help students develop the habit of reading simply for enjoyment.
Teachers play an equally important role. A teacher who speaks passionately about a favourite novel often inspires students far more effectively than repeated lectures about the importance of reading. Educators should be encouraged to recommend books, discuss literature and integrate wider reading into classroom activities.
Technology, often viewed as the enemy of reading, can also become an ally. Audiobooks, digital libraries and reading applications can make books more accessible, particularly for students who lack nearby libraries or cannot afford to buy books. Used wisely, digital platforms can expand rather than diminish reading opportunities.
Schools can further encourage reading through book review competitions, reading challenges and recognition programs that celebrate students’ reading habits alongside their academic achievements.
Bangladesh already has organisations demonstrating what is possible. Jatio Grantho Kendro has long promoted reading through affordable books and community library initiatives. Bishwo Sahitto Kendro’s mobile library service continues to bring books directly to neighbourhoods across the country. Storytelling initiatives such as GOLPOKAR help nurture children’s imagination, creativity and language skills by encouraging them to engage with stories beyond the classroom.
Annual book fairs also offer valuable opportunities to cultivate young readers. Schools should organise visits that allow students to browse books across different genres, meet authors and experience the excitement of a community united by reading.
Transforming Bangladesh’s reading culture will not happen overnight, nor can it be achieved by any single institution. It requires schools that value curiosity, teachers who inspire reading, families that encourage it, publishers who make books accessible and policymakers who recognise reading as a national investment.
The students I met in Pabna reminded me that the desire to imagine, create and tell stories is already there. What they, and millions of children across Bangladesh, need is an environment that nurtures that curiosity rather than confines it to examination halls.
If we want future generations to become thoughtful citizens, creative professionals and compassionate leaders, we must first help them become readers. Investing in reading today is ultimately an investment in the Bangladesh of tomorrow.
