In our digital world, reading for fun across all ages is fading rapidly. According to a study conducted by University College London and the University of Florida found that, in the last twenty years, the share of Americans who read for pleasure fell by 40%. For teens in particular, while technology certainly plays a negative role, we often overlook another prominent cause: schoolwork. With after-school commitments and hours of homework piling on top of extracurricular activities, many students simply do not have the time or mental energy to read for enjoyment. As Anna Avdiu ‘29 puts it, “I really love reading, but with after-school commitments and homework, I don’t have as much time to pick up a book.”
English classes play a vital role in helping students develop analysis, writing, and interpretation skills, but although the environment aims to celebrate reading, it too often distorts the activity into a chore. In school, when students analyze texts for symbols and themes, they can lose sight of the enjoyment that comes hand-in-hand with cracking open a crisp copy of Macbeth. Instead of immersing themselves in a narrative, students too often must focus only on identifying metaphors or decoding themes, stripping the emotional impact from stories.
Of course, English teachers aim to help students think critically and uncover deeper meanings in literature—a valuable skill. Still, repetitive assignments unintentionally turn art into a lifeless mechanism, to be churned into a grade. If every page becomes a potential quiz question and every paragraph a target for annotation, reading no longer offers a source of wonder to readers, but instead supplies students with just another academic task to be completed. Students soon begin to associate books solely with grades, deadlines, and anxiety.
Conversely, when students read for enjoyment, they benefit. Maggie Astor of The New York Times wrote on August 20, 2025 that research showed that reading could offer a wide range of benefits, from improved reasoning and comprehension skills to stronger imagination, empathy, and even mental health. Reading also develops emotional intelligence, concentration, and creativity, all of which crucially help high schoolers in life ahead. When students stop reading for fun, they no longer embrace these developmental benefits and thus do not tap into a vital form of relaxation and self-expression. If we do not step cautiously, we will discourage the future generation from discovering the power of a good book.
In order to combat this literary burnout, Milton should rethink how English classes operate. Teachers should aim to balance analysis with emotional connection. Instead of dissecting every symbol on their own, students should strive to engage with literature on a personal level, discuss as a class what personally resonated with everyone, or reflect upon how a text made the student feel. By working to find a balance between analysis and personal reflection, teachers and students can reopen a door to engaging and meaningful literature.
Students can rekindle their love of reading for fun by choosing books that actually interest them, not ones they feel obligated to read. Picking a genre they enjoy, or revisiting old favorites, can make reading exciting again. Even though students are busy, starting small with just a few pages a day before bed or during car rides can help it become enjoyable instead of overwhelming.
Reigniting a love for reading is within our reach; however, the process will require effort from both students and educators. English classrooms already focus on the essential work of guiding students to analyze and think deeply about language and ideas. By pairing this analytical rigor with creativity and more holistic reflection, students can rediscover why stories matter. Furthermore, by reading what genuinely piques their interest and by starting with small reading goals, students can become more empowered to read for pleasure outside the classroom. By ensuring that we approach reading as both an academic pursuit and as a rewarding experience, schools and students together can bring back the joy that makes literature truly meaningful.