Should older and younger students be paired for buddy reading? While the idea sounds warm and community-focused, I believe it is not the best choice for every school. A school rule should help learning feel fair, calm, and useful for all students, not just create a nice moment.

First, pairing students can be hard to timetable well. Schools already juggle many subjects, breaks, and specialist lessons. Adding buddy reading means finding a common time when both classes are free, which often cuts into valuable learning time. Children notice daily routines very quickly, and a disrupted schedule can make them feel unsettled. A clear argument begins with what students really feel each day: if their routine is broken, their concentration suffers.

Second, older students may not always be trained to support reading helpfully. Reading aloud to a younger child requires patience, clear pronunciation, and the ability to explain words. Many older students lack these skills without proper training. This is helpful evidence because small choices can change how children learn, rest, and join in. Without training, buddy reading can become a frustrating experience for both the older and younger student.

Adding buddy reading means finding a common time when both classes are free, which often cuts into valuable learning time.

Third, teachers can protect reading quality more carefully in single-age groups. In a class of similar-aged students, the teacher can choose texts that match everyone's level and guide discussions that challenge all learners. That reasoning is important because schools should build good habits over time, not just fill the timetable. Buddy reading might feel productive, but it often lacks the depth needed for real reading growth.

Some people would say buddy reading builds confidence for both readers. That counterargument should be heard politely. It is true that some students gain confidence from helping others. Even so, the stronger view is still the one that best protects fairness, learning, and wellbeing for the whole class. Confidence can be built in other ways, such as class presentations or group projects, without the scheduling and training problems.

For these reasons, buddy reading across year levels should not become the rule for every school. The better choice is the one that helps children most clearly: focused, well-planned reading time with their own age group.