School pupils in Wales scored an average of 459 in the 2025 Programme for International Student Assessment (Pisa), a global test that measures how well 15-year-olds can apply their reading skills in real-life situations. This is close to the average score of 461 recorded across the Organisation for Economic Cooperation and Development (OECD), which includes 38 countries. However, Wales' score is notably lower than those of other parts of the United Kingdom: England (497), Scotland (488), and Northern Ireland (482). Wales had previously scored higher in earlier years, with 466 in 2022 and 483 in 2018, but the OECD average dropped by 14 points between 2022 and 2025. In Wales, nearly one in three pupils (31%) did not reach the baseline level two in reading, a level the OECD says is essential for participating meaningfully in society. Pisa is not a test of memory but of how students can use their knowledge and skills to understand and evaluate texts, find information, and distinguish between facts and opinions. This type of assessment is important because it gives a snapshot of how students are performing, both internationally and over time. It helps identify strengths and weaknesses in education systems without focusing on specific subjects or curricula. However, while Pisa provides valuable data, it cannot explain the reasons behind differences in performance or directly guide policy changes. Comparing Wales with other countries shows that higher reading scores are possible. For example, Ireland scored 500 in 2025, compared to Wales’s 459, although Ireland also saw a decline since 2022. These comparisons highlight that while Wales has room for improvement, there is no single solution to be copied. Pisa tested 3,406 students across 113 Welsh schools, meeting the OECD’s standards for participation. However, the results should be interpreted with caution, as a national average cannot reveal why individual students may struggle with reading. The Pisa results also highlight a growing gender gap in reading performance. Girls scored 472, while boys scored 446, with the difference widening from 11 points in 2015 to 26 points in 2025. This gap was largely due to a decline in boys’ performance, while girls’ scores remained stable. These findings suggest that efforts to improve reading skills should consider gender-specific factors. Reading is a complex skill that involves understanding how letters represent sounds, as well as oral language, vocabulary, fluency, and comprehension. Pisa results cannot tell teachers what a particular student needs to learn next. This points to a more significant challenge: identifying reading difficulties early in a child’s education, rather than waiting until they are 15. Wales needs better assessments that track literacy development throughout primary and secondary school, allowing teachers to intervene when needed. In response to concerns about reading attainment, the Welsh government has taken steps to improve literacy education. An independent Literacy Expert Panel was established, and it has developed national principles for teaching language and literacy, emphasizing systematic phonics instruction alongside rich spoken language and comprehension experiences. These efforts are supported by investments in teacher training, evidence-based teaching programs, and assessments that identify students’ strengths and challenges. Projects like CAL:ON Cymru, which focuses on bilingual literacy assessments and teacher development, are part of this broader initiative. The Pisa results reflect the reading experiences of students who began learning to read about a decade ago. This means the findings are more indicative of long-term educational trends than recent policy changes. While the results should be taken seriously, repeated measurement alone won’t improve outcomes. The real test is whether Wales can now identify reading difficulties earlier and provide teachers with the tools and evidence they need to support struggling students effectively.