Teens and the ‘book slump’: Why we should diagnose a situation rather than an identity
With multiple reports pointing to a decline in reading for pleasure among young people, school library and research professional Gabrielle Mace argues a change in language could help teens avoid the conclusion that they don’t enjoy reading.
For many teenagers, expressing a lack of interest in reading is a common experience. Phrases like ‘I don’t read’, ‘I hate reading’, ‘it’s too hard’, or ‘it’s boring’ often arise. But I believe this may reflect a temporary disconnection from books, rather than a fixed identity. What if we shifted the conversation to view these moments as a ‘book slump’—assuring students it is just a temporary phase that can be navigated with the right strategies and support? By adopting this new perspective and encouraging students (and their parents/caregivers!) to seek help from skilled library professionals, teens can overcome their reading challenges and reignite their passion for books.
Understanding the ‘book slump’
So, what is a ‘book slump’? It’s simply a catchy way to grab our students’ attention and diagnose a situation rather than an identity. It simply refers to a period (however long) where a person feels less engaged with reading. This concept is particularly relevant to teenagers who may experience fluctuations in their reading habits. The concept of a ‘book slump’ can even be applied to voracious readers who experience such a strong connection with a recently read book that it feels too exhausting and overwhelming to start again with a fresh text. As a self-diagnosed bookworm, I can confidently trace my first ‘book slump’ way back, to when I devoured Charlotte’s Web as an eight-year-old and was so overcome and overwhelmed with its beauty and the message it contained, I simply couldn’t easily pick up another text. My mother, a teacher librarian, recognised this and helped me forge a path ahead. The family was also forbidden to kill any spiders found in the house for many years afterward.
Why the term ‘book slump’ can be more accurate
Describing oneself as a ‘reluctant reader’ or claiming to ‘hate reading’ can create a negative identity that feels permanent. In contrast, recognising a temporary ‘book slump’ allows for a more flexible and far more optimistic approach. This shift in mindset helps acknowledge that the disinterest is not inherent but rather a phase that can be navigated, addressed, and ultimately overcome.
Strategies to navigate a book slump
Discover new genres: Exploring different genres can help break the monotony and spark renewed interest. From fantasy to graphic novels, diverse options can cater to varying tastes.
Set small, achievable goals: Encouraging manageable reading goals, like reading for just 10–15 minutes per day, can help build a routine without causing overwhelm.
Use modern formats: Audiobooks and ebooks offer alternative ways to engage with stories, making reading more accessible and flexible. This can be a very effective bridge to bring a reader home to print books.
Seek professional guidance: Trained library professionals can play a crucial role through targeted reader advisory. Library professionals possess the expertise to guide readers through their current challenges. They can provide tailored recommendations, suggest new genres, and organise engaging and personalised reading programs. Their training equips them to understand diverse reading needs and offers solutions that can help teens move past their ‘book slump’.
In conclusion
Reframing the experience of disinterest in reading as a ‘book slump’, rather than a permanent trait, opens real possibilities for overcoming these challenges. With the support of knowledgeable librarians, teacher librarians, and literacy champions to provide a proactive approach, teenagers can navigate through their reading slumps and rediscover the joy of books.
Gabrielle Mace is a library and research executive with over 15 years of expertise in the independent education sector. She has held leadership roles at St Augustine’s College, Queenwood School for Girls, and Pittwater House School, where she spearheaded significant advancements in library services. A key highlight of her career is the implementation of the ‘Just Read’ program, a school-wide reading initiative celebrated for its evidence-based approach and adherence to best practices. As the founder of ProReading Solutions, Mace is recognised as an expert in whole-school reading programs and literacy initiatives and consults to schools seeking to improve whole-school literacy and library services. She is a sought-after speaker, having presented nationally and internationally across the UK, Aotearoa New Zealand, Canada and Australia, focusing on enhancing literacy and fostering a strong reading culture in schools.
