CC BY 4.0Gahee, ImHee-Kyung, Kee2026-08-262026-08-262026-08-26https://2026.ifla.orghttps://repository.ifla.org/handle/20.500.14598/7295This study examined the effects of a restorative reading program implemented in the school library on the self-expression and socio-emotional development of middle school students. The program was offered as an elective course at H Middle School in Busan, South Korea. Informed parental consent was obtained prior to participation. A total of 44 Grade 7 students were assigned to either an experimental group or a control group, with 22 students in each group. The restorative reading program was delivered over 17 sessions and included collaborative book discussions, reflective journal writing, and peer sharing. Data was collected through pre- and post-assessments and analyzed using SPSS and insights were supplemented by in-depth interviews. Compared with the control group, the experimental group demonstrated significant improvements across the three dimensions of self-expression: content, verbal, and nonverbal expression. Students in the experimental group also reported greater confidence in expressing their ideas and stronger empathy toward their peers. The findings suggest that school libraries can function as inclusive educational spaces that support students’ emotional and communicative development. They further indicate that restorative reading programs may provide a scalable and adaptable model for promoting adolescent self-expression and socio-emotional growth.https://creativecommons.org/licenses/by/4.0/School librariesReading programmesYoung adultsCollaborative learningDialogueSocial inclusionPostersIm GaheeKee Hee-Kyung