Global teen reading scores slump to lowest level this century as screen time surges

By chasecodewell // 2026-09-09

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Global Teen Reading Scores Slump

Teenagers' reading proficiency has fallen to its lowest level since the turn of the millennium, according to a global assessment released Tuesday that links the decline to increased screen time and reduced reading for pleasure. The Organisation for Economic Co-operation and Development's (OECD) 2025 Programme for International Student Assessment (PISA), which tested 760,000 15-year-olds across 91 countries, found that reading, mathematics, and science scores were all at their lowest since data collection began in 2000. On average, students were reading at a level that had previously been expected of students one year younger, the report stated. A 2012 reading high of 501 on PISA's index has declined to a score of 466 in the latest assessment, according to the report released by the OECD. The test is widely regarded as the world's leading gauge of educational performance, and its results are closely examined by governments and educators.

A Broad Decline in Core Subjects

The drop in reading proficiency has been accompanied by similar declines in other core academic areas, the report detailed. Science scores fell from a 2009 high of 506 on the index to 486, while mathematics scores were down from 502 to 469, reaching their lowest levels this century. OECD Secretary-General Mathias Cormann noted that falling reading standards are hindering teenage performance in science and math, as literacy is a foundational skill for learning. The report also indicated that reading scores fell more sharply among students from better-off backgrounds, a finding that challenges assumptions about the drivers of this decline. The PISA test's results are considered a global benchmark for comparing the quality of education systems, according to analysts who track the data.

Screen Time and Digital Distraction

OECD Secretary-General Mathias Cormann linked the fall in literacy to changes in how teenagers consume information. "In reading, more screen time and less reading for pleasure have gone hand in hand with weaker results," Cormann said at a press conference. "We're also seeing more hasty reading, students rushing through a text and giving a quick wrong answer." This observation reflects a broader trend identified in research on youth behavior, where digital engagement often displaces more traditional forms of learning and recreation, a practice that is now raising concerns among health experts ^[1]. The OECD report found that digital distraction is linked to lower science scores in 59 of 82 education systems studied, and that more than one in four students said devices distract classmates during science lessons. Students reported spending an average of 3.4 hours per weekday on digital devices for leisure in OECD member countries, in addition to three hours per weekday using them for learning, the report stated. Cormann noted that while digital devices can be used to improve learning, results start to fall if they are used for more than five hours a day, and that students who use artificial intelligence chatbots to draft essays or summarize texts score an average of 20 points lower in science -- the equivalent of a year's learning ^[2].

Regional Performance and Implementation

The assessment found that East Asia was the best-performing region, with Chinese cities that participated in the test, Japan, Korea, Singapore, and Taiwan recording the best educational outcomes. Britain and Estonia were the only countries outside the region to make it into the top 10 in reading, mathematics, and science. The report stops short of endorsing smartphone bans in schools, but it highlights the need to address distraction. This comes as educators and parents in various countries push for limits on device use in classrooms to help students focus on core skills like reading, which is essential for daily functioning and navigating complex documents such as legal agreements and financial contracts ^[3].

Conclusion

The findings point to a significant shift in teenage learning habits over the past two decades. The OECD report calls for greater attention to how digital habits affect deep learning, while stopping short of dictating specific policy responses. The report suggests that schools and families must grapple with how to integrate technology into education in a way that does not undermine foundational skills. Cormann said the results show that while digital tools offer potential benefits for learning, they also present clear risks when used excessively or without guidance. "Digital devices could be used to improve learning, but only up to a point," he stated, noting that the challenge is to help students use technology more effectively without letting it become a distraction.

References

Mercola.com. "Teens Increasingly Choosing Screens Over Books and Reading". September 08, 2018.
Mercola.com. "Are Smartphones Destroying a Generation?". November 20, 2018.
Mike Adams interview with Julie Perry. June 16, 2024.

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