Michael Lerchenfeldt

Literacy is often taken for granted. A massive part of the local population grapples with literacy poverty, a root-cause condition that extends far beyond the inability to read and write in all subject areas. This silent burden has a true, tangible toll on mental health. Literacy poverty is a complex web of social, mental, emotional, and economic limitations that perpetuate a cycle of layered disadvantages in aspects of life.

These problems and challenges urge educational leaders to reach beyond the walls of their schools to seek adaptive solutions (Nelson & Squires, 2017). Nationally, at least 13 percent of students live in poverty—homelessness, hunger, parental unemployment, and lack of financial resources—and do not read books, placing them in the lowest 10th percentile for literacy.

According to the Christian Community Response Team (CCRT), in Pontiac, many families face significant financial challenges, with nearly one-third of residents and half of all children living below the poverty line. The consequences ripple through generations, as at-risk children of broken families or parents with low literacy are themselves more likely to experience academic difficulties and low literacy. Parents who do not read have kids who do not read, creating a strong link between literacy poverty, behavior issues, and school bullying.

According to data from organizations like the National Children’s Bureau, children experiencing persistent poverty and related educational gaps are more than twice as likely to experience bullying. For students still dealing with the aftereffects of online learning during formative years, social media use can destroy reading habits, and excessive screen time (video games, television, computers, tablets, phones, and watches) can destroy learning. Teens spend an average of almost a third of their day on screens; heavy screen usage, like heavy substance abuse, leads to real addiction and mental health issues. Unfortunately, unmonitored screen time usage during school hours allows students to play video games and watch YouTube videos. Limiting screen time at school and home reduces their anxiety and stress and improves their sleep and literacy.

“Literacy is not just about decoding words on a page,” says Dr. Susan Neuman, a New York University professor. “It is about accessing information, taking part in civic life, and having the tools to navigate a complex world.” Individuals with low literacy struggle to secure stable employment, understand healthcare instructions, and advocate for themselves or their families. They are more susceptible to facing social exclusion, low self-esteem, and visible academic frustration.

In my role as a teacher in our community, one student stood out. He was visibly anxious, his hands trembling as he stared at his computer. I noticed a change in his personality, mood, and behavior. When I helped, he confessed, in a hushed tone and with painful frustration etched on his face, that he struggled with reading. The online assignment, straightforward to me, was a labyrinth of incomprehensible jargon for him. He could not decipher the required vocabulary.

His experience illustrated Dr. Neuman’s point that literacy is not merely about decoding text; it is about accessing opportunity—knowledge and wisdom. Without it, individuals are in a cycle of limited potential. He was not just struggling to complete an assignment; he was battling against a system that often overlooks and stigmatizes the needs of those without adequate literacy skills. These implications are far-reaching. “The foundation for literacy builds in the early years,” Dr. Neuman argues. “We need to invest in high-quality early childhood education and provide targeted support for children at risk of falling behind.”

Beyond early intervention, targeted support includes access to rich vocabulary, engaging books, and supportive learning environments in K-12 education, too. K-12 literacy programs offer accessible, relevant literacy training and can empower students to improve their lives. These programs must address the specific needs of different communities with high fidelity, recognizing diverse cultural and linguistic backgrounds of learners. If a student is experiencing bullying or socioeconomic hardship, they must feel emotionally safe before literacy growth can take place.

Moreover, a shift in societal feeling is also necessary. Literacy poverty is not a personal failing; it is a systemic issue with root causes that demands collective action. We must move away from stigmatizing those with low literacy and failure and instead focus on creating inclusive environments that foster learning and growth. The silent burden of literacy poverty weighs heavily on individuals and communities. It limits economic mobility, hinders social participation, and undermines individual potential. When a student struggles to read, it is not just an academic hurdle; it is a daily mental stressor for a student and a teacher, too.

Teachers are easily hard-pressed on every side under the weight of this brokenness. These challenges are too much for teachers alone. By supporting early intervention, parent education, screen time limits, and literacy programs while fostering a culture of understanding, our community can live in solidarity to dismantle the barriers that perpetuate this cycle of disadvantage. Only then can we ensure that everyone can fully take part in and contribute to society.

How can you encourage and help your community combat literacy poverty? Help others with your time and talent! Speak up!

Another root cause question to ponder: Why does our society value and assess student literacy more than, for example, helpfulness, hospitality, leadership, service, craftsmanship, or music? This creates a culture of jealousy and social comparison, which also affects student mental health.

To share ideas and input to transform the uncomfortable, unspoken, often avoided truth of literacy poverty, email mlerchenfeldt@oakland.edu.