Background Evidence is building around the therapeutic value of reading for pleasure, with a growing number of studies finding positive links between reading and health, particularly mental well-being. Reading for Wellbeing is a pilot intervention, supporting access to books and reading in socially deprived areas, with the aim of promoting health and wellbeing. Community Reading Workers facilitate the intervention across six North East local authorities.

This presentation derives data from a wider evaluation of the Reading for Wellbeing project which asked, what in Reading for Wellbeing works, for whom and in what circumstances?

Methods The evaluation used a realist approach to understand context, potential mechanisms of action, acceptability, and outcomes. It involved:

• Rapid realist evidence synthesis of the evidence on reading initiatives to refine theoretical understanding of underlying causal mechanisms which support or inhibit successful promotion of mental and physical health. Data extracted from 45 studies.

• Qualitative methods were employed between July 2021 to November 2022 including, observations at project implementation meetings and delivery sessions (approx. 41 hours), theory-driven interviews and focus groups with practitioners (n=17) and participants (n=49).

• Data was analysed in Nvivo, using initial programme theories as a coding framework, which was developed iteratively as the data was being collected and analysed.

Results 13 initial programme theories identified at the start of the evaluation were refined and consolidated using empirical data and substantive theories. Data was constructed under four core emergent themes: (1) reading habits; (2) effects on the individual; (3) group effects; and (4) role of the workers.

Conclusion Using a realist approach, the evaluation identified prior attitudes to reading form a key context for participation. Participation in the project enabled salutogenic pathways via effecting sense of coherence and connection.

This realist evaluation of the Reading for Wellbeing project enabled the development of a nuanced understanding of the workings of the intervention, particularly around the key contexts that affect participation and its impact pathways for improving wellbeing. While contributing to knowledge on salutogenic conditions related to reading for pleasure, the findings present valuable insights into key contexts affecting participation, which can inform development and implementation of similar interventions.