Against the backdrop of the deepening “Double Reduction” policy, public libraries have been entrusted with new after-school educational responsibilities. Yet empirical surveys reveal that primary and secondary school students remain overwhelmingly test-oriented (65 %) and confined to supplementary workbooks (62 %). Sixty percent read intensively for less than 30 minutes a day, a pattern that significantly constrains social-emotional learning (SEL). Integrating Piaget’s cognitive-development theory with the CASEL SEL framework, we employed stratified random sampling to administer questionnaires and rating scales to 500 pupils across six primary and secondary schools in Tai’an. Results show that literary reading, science reading and intrinsic motivation positively predict SEL (β = 0.25, 0.18, 0.31, p < 0.01), whereas test-oriented motivation exerts a negative effect (β = –0.14, p < 0.05). Grounded in these findings, we propose a “cognitive–affective” dual-pathway reading-promotion strategy: (1) a staged and leveled reading system (concrete reading kits for primary students and critical interdisciplinary booklists for junior-high students); (2) SEL-themed bibliographies coupled with emotion-driven experiential activities; (3) a three-way “library–school–family” linkage for the “3:30 p.m. classroom”; and (4) digital empowerment via intelligent recommendation and virtual communities. The study offers an evidence-based framework for targeted public-library interventions under the “Double Reduction” policy and contributes both theoretical insight and practical guidance for fostering the synergistic development of cognitive advancement and social-emotional competence in primary and secondary school students.

Liu Xia. Research on Reading Promotion Strategies for Primary and Secondary School Students in Public Libraries under the “Double Reduction” Policy: A Dual Perspective Based on Cognitive Development and Social-Emotional Learning. International Journal of New Developments in Education (2025), Vol. 7, Issue 10: 37-45. https://doi.org/10.25236/IJNDE.2025.071006.

[1] General Office of the CPC Central Committee, General Office of the State Council. Opinions on Further Reducing the Homework Burden and Off-Campus Training Burden of Students in Compulsory Education [EB/OL]. (2021-07-24). https://www.gov.cn/zhengce/2021-07/24/content_5627132.htm.

[2] Chinese Society of Education. 2024 China Adolescents Reading Report [R]. Beijing: Chinese Society of Education, 2024: 15.

[3] Maureen L., et al. Library Services for Adolescents: A Meta-analysis[J]. Library Quarterly, 2023, 93(2): 45-67.

[4] CASEL. SEL Framework: What is the CASEL Framework?[EB/OL]. (2020-10-15) [2024-11-09].https://casel.org/fundamentals-of-sel/.

[5] Inhelder B, Piaget J. The Growth of Logical Thinking: From Childhood to Adolescence[M]. New York: Basic Books, 1958: 121-150.

[6] Li Xiaoxue, Qian Kun. Research on Countermeasures for Public Library Reading Promotion for Primary and Secondary School Students under the “Double Reduction” Policy[J]. Culture Industry, 2022(35): 109-111. 

[7] Zhang Wenjing, Chen Zhaoxi, Zhang Xianrui. Current Status of Public Library Youth Reading Promotion Activities under the “Double Reduction” Policy: A Case Study of Chuzhou Urban Reading Spaces[J]. Journalism and Communication Science, 2023, 11(3): 441-446. DOI: 10.12677/jc. 2023. 113067.

[8] Wang Hongfei. Research on Library–School Cooperation Services for Primary and Secondary School Students under the “Double Reduction” Policy[J]. Hebei Library Journal of Science and Technology, 2023(4): 29-35. 

[9] Li Nan. Innovative Paths for Public Library–School Cooperation under the “Double Reduction” Policy[J]. Library and Information Service, 2022(13): 74-79. 

[10] Xuanyiyao. Innovative Strategies for Public Library Reading Promotion in Primary and Secondary Schools under the “Double Reduction” Policy: A Case Study of the National Library’s “Revolutionary Stories Behind the Documents” Project[J]. Library Research, 2022(6): 67-74. 

[11] Shen Fang, Lu Hemei. Strategies for Enhancing Public Library Children’s Reading Services under the “Double Reduction” Policy[J]. Journal of Library Science, 2022(10): 72-76. 

[12] Hou Xizhe. Research on the Transformation of Public Library Children’s Reading Promotion Services under the “Double Reduction” Policy[J]. Hebei Library Journal of Science and Technology, 2022(3): 75-80.