We, as a society, have likely hit our nadir, though there is some chance we have further to fall before some sudden stop marks our complete demise. I have written about the decline in education and capability.
The National Literacy Institute has noted that (il)literacy is tied to "some of today's most pressing concerns." We face teacher shortages, teacher competency issues, and various other secondary education challenges. The Institute notes "21% of adults in the US are illiterate," and "54% of adults have a literacy below a 6th-grade level." Like it or not, this is largely influenced by immigrants: "34% of adults lacking literacy proficiency were born outside the US."
For thoughts on literacy, see Screen Time Wins (February 2026); It's Your Kids! (February 2026). Students are showing up to college, and they lack the basic skills of reading and writing.
The University of Florida reports that "reading for pleasure (is) in free fall." The author of the study says this is not "a small dip—it's a sustained, steady decline of about 3% per year." If you don't do something, practice, you will lose the muscle memory to do it.
And it is not some systemic change; the drop is steeper among some demographics, which the author attributes to "disparity in reading access and habits." Notably, "women are still more likely to read." Those who exercise skills will better retain them.
Another dichotomy, perhaps more predictable, is education-based: "People with higher education levels ... are more likely to read." The other good news in the study is that "reading with children did not change over the last 20 years." We may not read for ourselves, but we are at least reading with children. They need us more than ever.
A Stanford professor is proposing and supporting the "science of reading." She notes that "at least 40 states" have proposed "legislation aimed at reversing the downward trend." There is also interest in teacher preparation, requirements for curricula, and "mandates to use evidence-based screeners to identify students who may need additional support."
There may be some belief that the 20th-century "every kid gets a trophy" has contributed to the decline in competitiveness, refuted by some. Nonetheless, a recent decision by the Los Angeles Marathon to award medals to those who ran 18 miles instead of 26 miles gained headlines. Why 18? Next year 17?
Will we reach a point where I could get a marathon medal (at the outside, I might do three miles)? Technically speaking, the 18 milers have no more finished a marathon than I have. Where is my medal?
Every kid getting a trophy for finishing the (pick a sport) season is seen by some as rewarding mediocrity. The LA Marathon's decision to award those who did not even finish has been viewed a bit more harshly in some quarters.
On the other side of the world, the Chinese culture is struggling with the opposite. China announced recently that it would "promote students' physical and mental health" with mandates that limit "excess homework," "reduce academic pressure," and promote "two hours of physical activity ... every school day."
Might such a move help us with the bane of obesity? Many of our schools do not provide the more moderate recommendation of one hour daily "moderate to vigorous physical activity" now.
Thus, there is some recognition of the value of exercise and activity. There is the potential of pushing academics too hard. But there is the challenge of illiterate adults and the difficulties that they could present in the world of work and democracy.
In all, there is some need for moderation. Nonetheless, we are societally yielding our futures if we accept "Johnny can't read" as a normal outcome. We can reverse that, but it will require some focus and commitment to teaching, learning, and less screen time, videos, and social media nonsense.
Thanks for reading this, and for knowing how.