I’ve seen what happens when a child can’t read.

Not just academically but emotionally.

Frustration.
Withdrawal.
Avoidance.
And over time, something deeper low self-esteem, anxiety, and in some cases, much more serious mental health struggles.

We cannot ignore the connection between literacy and well-being.

This connection is not new. Researchers like Dr. Steve Dykstra have highlighted how reading difficulty impacts self-esteem. When students struggle to read, it doesn’t stay confined to academics, it shapes how they see themselves as learners.

When students cannot access print, they are shut out, not just from content, but from confidence, independence, and opportunity.

And yet, in education, we continue to see a tug of war.

Balanced literacy vs. structured literacy.
Philosophy vs. practice.
Belief vs. evidence.

And at times, something more difficult to name—
the challenge of shifting long-held beliefs and practices.

Many educators were trained within approaches that did not fully align with what we now know from research. Moving forward requires openness, reflection, and, most importantly, humility.

The tug of war has to stop.

This isn’t about sides.
It’s about students.

As I continue to learn from leaders in the field, I’m reminded that leadership and humility must go hand in hand. We have to be willing to reflect, adjust, and come together around what works.

Families, educators, and administrators all play a role in this work.

Reading is not optional.
It is not a preference.
It is not something we hope students “pick up.”

Reading is a non-negotiable.

And every child deserves access to instruction that makes that possible.