If you've ever worked with students who struggle with reading—or experienced that struggle yourself—you’ve likely seen it firsthand: the hesitation, the frustration, the visible discomfort when asked to read aloud or engage with a challenging text. These reactions are often misunderstood. Too quickly, they're labeled as disinterest, laziness, or a lack of motivation. But the truth is more complex and far more important to recognize.

Reading anxiety is not the root cause. It’s a symptom. It signals that something deeper is interfering with a student’s ability to access text successfully. It might be undiagnosed dyslexia or another language-based learning difference. It could be the result of years of academic failure, eroded confidence, or a steady diet of materials that don’t match the student’s skill level. Sometimes, it's more than one of the above.

It becomes a slippery slope, though, as the reading anxiety causes more reluctance which leads to fewer gains and less growth and probably lower grades, which then heightens the anxiety, and then, well, you get it...

As a teacher coach, mentor, and consultant working across schools and districts, I’ve seen this dynamic play out in countless classrooms. I’ve watched teachers try everything in their toolkit to engage a reluctant reader, only to end up discouraged themselves. What I've learned is this: people rarely avoid something they feel competent doing. As adolescents solidify their personalities and willpower, it's very easy for adults to chalk these things up to behaviors related to opposition and defiance. Yet, if a student is resisting reading, it’s not necessarily a matter of will—it’s more likely a matter of confidence and support.

When we start asking the right questions—“What’s making reading hard for this student?” instead of “Why won’t this student read?”—everything changes. We stop interpreting the behavior as a problem and start seeing it as a message. With the right interventions, aligned instruction, and maybe even a trauma-informed lens, I’ve seen students begin to trust the process again. Skill grows. Confidence builds. Anxiety recedes.

Reading anxiety is a red flag, not a character flaw. When we treat it like a symptom instead of a diagnosis, we open the door to real progress—for students, and for the educators who are working so hard to support them.