**Teen Reading Levels Decline to Lowest This Century Amid Increased Screen Time**
Recent findings from the Organisation for Economic Co-operation and Development (OECD) reveal a troubling trend in teenage education, with reading levels plummeting to their lowest since the beginning of the century. The OECD's Programme for International Student Assessment (PISA) 2025 report, which evaluated 760,000 15-year-olds across 91 countries, indicates that students are struggling in reading, mathematics, and science, with scores reflecting a significant decline in academic performance.
The report highlights that, on average, students are reading at levels previously expected of those one year younger. Specifically, the average reading score has dropped from a high of 501 in 2012 to 466 last year. This decline is alarming for educators and policymakers, as PISA is regarded as a leading benchmark for global educational performance.
OECD Secretary-General Mathias Cormann addressed the findings in a press conference, linking the decline in reading proficiency to increased screen time and a decrease in reading for pleasure. He noted, “In reading, more screen time and less reading for pleasure have gone hand in hand with weaker results.” Cormann also pointed out a trend of hasty reading among students, where they rush through texts and frequently provide incorrect answers.
The report indicates that the decline in reading scores is particularly pronounced among students from wealthier backgrounds. This trend raises concerns about educational equity and the broader implications for future learning outcomes. Alongside reading, average scores in science and mathematics have also fallen to their lowest levels this century, with science scores decreasing from a high of 506 in 2009 to 486, and mathematics scores dropping from 502 to 469.
East Asia emerged as the top-performing region in the assessment, with cities in China, Japan, Korea, Singapore, and Taiwan demonstrating the strongest educational systems. Among countries outside this region, only the United Kingdom and Estonia managed to secure spots in the top ten for reading, mathematics, and science.
The report also delves into the impact of digital distractions on learning. While it refrained from advocating for outright bans on smartphones in schools, it acknowledged a correlation between digital distractions and lower science scores in 59 of the 82 education systems studied. Over one-quarter of students reported that their devices distract classmates during science lessons. On average, students in OECD member countries spend approximately 3.4 hours per weekday on digital devices for leisure and an additional three hours for educational purposes.
Cormann emphasized the potential benefits of digital devices for learning but cautioned against excessive use. He stated that when students engage with digital devices for over five hours a day, their academic performance begins to decline. Moreover, the study found that nearly half of the students use artificial intelligence chatbots regularly for educational tasks. However, those who rely on these tools for drafting essays, summarizing texts, and conducting research tend to score about 20 points lower in science, which equates to roughly a year’s worth of learning.
The findings from the OECD's latest assessment underscore the urgent need for educators and policymakers to address the challenges posed by increased screen time and the declining reading habits of teenagers. As digital devices become more integrated into daily life, striking a balance between technology use and traditional learning methods will be crucial in reversing the downward trend in educational outcomes.