At Castle Bruce Primary School in Dominica—an island in the Eastern Caribbean—teacher Hannel Jackson dreams of every student discovering the joy of a good book.

However, she noticed something troubling: the school library was full of girls reading, but never boys—they preferred to play outside.

With 15 years’ experience as a kindergarten teacher and now serving as the school’s remedial teacher, Hannel understands that children need physical activity, but she also knows the value of reading for learning and imagination.

Before taking action, she wanted to find out why the boys were not drawn to the library.

Their response surprised her: “Miss, the books in the library are for girls! They are about princesses and dolls.”

Through more conversations, Hannel realized that the literature available, along with the design and layout of the reading spaces, were perceived by boys as being exclusively for girls.

Her solution was to create The Boys’ Reading Corner—but she didn’t do it on her own.

The boys themselves designed the dedicated space, selected books that reflected their interests, and incorporated games and hands-on activities to make reading fun and interactive.

She aimed to cater to their needs and have them feel a sense of ownership.

One boy shared: “The literacy room is fun and exciting. I will visit it often.”

Another added: “In the literacy room, we feel more interested in books. When I first saw it, I was amazed.”

The new space expanded the reading culture at the school, and girls now see boys as reading peers. The new enthusiasm and resources have made reading exciting for everyone.

Supporting innovation and leadership among teachers

Hannel’s initiative grew out of a research project sponsored by the Organisation of Eastern Caribbean States (OECS) Programme for Educational Advancement and Relevant Learning (PEARL), which is funded by GPE.

A regional grant of $10 million is supporting the Commonwealth of Dominica, Grenada, St. Lucia, and St. Vincent and the Grenadines to improve basic education access and quality.

Thanks to this funding, teachers like Hannel have participated in leadership training that equips them to respond to the diverse learning needs and interests of their students.

After completing the training, Hannel received funding to create a dynamic, inclusive environment that would foster a love of reading among boys.

Reflecting on the success of the initiative, she says:

The initiative has already led to noticeable improvements in boys’ attitudes toward reading and their reading habits. This success is a testament to the power of tailored interventions to promote inclusivity and strengthen literacy.

And, as the wall of The Boys’ Reading Corner reminds every child in bright, bold letters: “Reading will take you everywhere!” Hannel cannot wait to see where this new love of reading will take her students.