Students and staff at South County High School in Lorton, VA, are featured in posters to promote a culture of literacy. PHOTOS COURTESY OF S. KAMBAR KHOSHABA

The importance of literacy has long been recognized as a key to personal empowerment and social progress. Martin Luther King Jr., in his 1947 article on education, emphasized this by stating, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.”

Despite this powerful affirmation, many students in America continue to face significant reading challenges. Recent data from the National Assessment of Educational Progress, as noted in “Failing Grade: Literacy in America” by The Policy Circle, reveals troubling trends. In 2022, 37% of fourth graders and 30% of eighth graders scored below the “basic” level in reading, underscoring the persistent literacy crisis. Given this context, South County High School (SCHS) in Lorton, VA, is committed to addressing this issue by implementing a multi-faceted strategy to improve literacy across all grade levels.

Unlocking Literacy Potential

The staff at SCHS is deeply committed to supporting students who have struggled with reading. More students than I’d like to admit tell us they have not read a book in over five years, making the path to literacy proficiency steep and challenging. We also recognize that students lead busy lives outside of school, balancing extracurricular activities including sports, music programs, clubs, and part-time jobs. As a result, one of our key strategies has been to build support systems during the school day to make literacy more accessible.

One effective strategy has been incorporating graphic novels, such as Five Nights at Freddy’s and Heartstopper, into the curriculum. English teachers also regularly bring their classes to the library to explore innovative ways to engage students. For example, we launched “Book Talks,” where pairs of students or staff introduce popular books through recorded segments played during the morning announcements. Additionally, our librarians set up book displays in high-traffic areas of the library, showcasing some of our most circulated titles.

In ninth- and tenth-grade English classrooms, students are required to read one new “choice book” each marking period, with guidelines such as a minimum of 250 pages, a central theme (e.g., courageous conversations), and no graphic novels. During two of the four marking periods, the entire grade now reads the same book, such as Lord of the Flies, and students participate in discussions to share insights.

We’ve also made a conscious effort to diversify our book selection to reflect the student body. With our diverse student population—37% white, 22% Black, 18% Asian, 16% Hispanic, and 7% multiple races—we have sought books by authors of color and those representing various sexual orientations and religious backgrounds. One standout book was A Very Large Expanse of Sea, a novel about a Muslim girl’s experience after 9/11, which quickly became one of our most popular additions.

Novels in Verse also gained popularity among reluctant readers. These books, written in poetic stanzas, are less wordy than traditional novels but still provide a rich reading experience. Books such as Long Way Down, Full Cicada Moon, and Lifeboat 12 have been well-received and have offered a sense of accomplishment without overwhelming readers.

To further support students, SCHS has introduced two new “Literature Lab” courses—one for freshmen and one for other grade levels. These courses, which focus on reading and writing skills, were designed for students based on state reading assessments, Lexile scores, and teacher recommendations. With class sizes capped at 12 students, significantly smaller than the maximum of 31 in standard English classes, we’ve found these courses to be invaluable despite their cost in terms of staffing. As the saying goes, budgets reflect values. We believe investing in literacy is essential for our students’ success and aligns with the values of our school.

The response to these strategies has been overwhelmingly positive. Many students have shared that this is the first year they’ve enjoyed reading and have even begun seeking out books from the same authors, such as Jason Reynolds. This feedback highlights the success of our efforts to cultivate a culture of literacy at SCHS.

Shining a Light on Our Passionate Readers

We also recognize the importance of providing a variety of literacy resources for students of all abilities, including those who are avid or accelerated readers. In the past, we have established “Book Challenges,” where students receive prizes for reading a certain number of books in a month or marking period.

One of my favorite ways to promote a culture of literacy is our “READ” posters, which typically feature a celebrity holding their favorite book. Our posters, however, include some of our students and staff. We hope that the images of smiling classmates and teachers reading a favorite book will resonate with students and motivate them to join our culture of enjoying books.

We’ve also spent time updating our nonfiction section in the library to reflect the interests of our talented student body. For example, we recently purchased more books on cooking, including selections at all reading levels and featuring different ethnic cuisines. We also bought new general art books, as well as books focused on skill-based art practices, such as drawing from different perspectives.

On the Horizon

While we are proud of our work so far, we have more to do to engage every student in reading at SCHS. For instance, we are considering different scheduling options for more of our incoming freshmen to enroll in a Literature Lab as well as take a “fun” elective, such as yoga and automotive technology, to balance all their required classes. Knowing that some of our students are reading at a fourth-grade level as they enter high school motivates us to create more Literature Lab classes for incoming students.

We also plan to post the video recorded “Book Talks” in our internal student management program. Doing so will enable students to either review previous editions or watch an edition on a day they were absent from school. Finally, we are looking forward to creating a “Reading Cafe,” which will be a student-friendly, relaxed environment with flexible seating that encourages students to read for pleasure.

Turning the Page

Frederick Douglass highlighted the transformative power of reading 180 years ago, saying, “Once you learn to read, you will be forever free.” His words remain true today. At SCHS, we are acutely aware of the hurdles that struggling readers face, but we are equally dedicated to fostering an environment where all students—no matter their current reading level—are celebrated and supported.

By implementing new strategies and encouraging consistent engagement, we aim to break down barriers to literacy while recognizing and uplifting those who are already excelling. As we tackle the literacy challenges that schools across our nation confront every day, we are determined to ensure that every student feels empowered, encouraged, and equipped to succeed. Together, we will continue to cultivate a culture where reading is not just a skill, but a shared passion—because at South County, we stand strong in our commitment to literacy for all.

S. Kambar Khoshaba is the principal of South County High School in Lorton, VA, and the author of Pulling Back the Curtain on School Leadership: Why and How to Make Learning PERSONAL.