Historically, reading has been emphasised more in primary than secondary education, with initiatives to support reading typically falling away as children move up the school system. Recent evidence shows high levels of reading need alongside minimal reading activity in secondary school students. Therefore, there is a pressing need to promote reading in secondary school. This report brings together insights from different research methodologies and perspectives to synthesise key findings on reading in secondary students. The report presents a number of challenges, setting the scene for future work that identifies good practice in schools and evidence-based approaches for supporting reading in secondary school. [This report was co-produced by Royal Holloway University of London.]