A Guide to Working with Youth Who Are Reluctant Readers

A blog by Cyrus A., Education & Literacy Services

Recently, a classroom teacher at Alameda County’s Juvenile Justice Center asked me to work with a student who was struggling with reading. When Brandon (name has been changed to protect privacy) came out of the classroom to meet with me for the first time, he turned around and walked right back into his classroom.

Flash forward a few weeks: Brandon and I have been meeting twice a week to work on using syllables to break up and decode long words, improving reading fluency, and building reading comprehension skills.

So what changed? What helped Brandon to finally feel comfortable enough to work on his literacy goals? Personal connections. His classroom teacher who knows me vouched for me. The probation staff —who often help me find students—encouraged Brandon to give tutoring (and me) a chance. I took time to build rapport with Brandon himself. We spent time talking about everything except reading and writing.

For over twenty years, I’ve been working with justice-impacted youth in Alameda County to help them become better readers and writers. Although essential and foundational, making connections and building rapport with learners is just the beginning. When working with youth who are reluctant learners—whether they’re in school, in a correctional setting, or elsewhere—I try and keep certain values and strategies in mind. These values are not just theoretical ideals; they’re practical principles that can make a real difference in how we engage with and support young people in their learning journey.

In this blog post, I’ll share some of the guiding principles that have helped me work effectively with reluctant learners, as well as insights on what’s within our control and what’s not. These principles, grounded in empathy, patience, and flexibility, are essential for building trust and creating a learning environment where reluctant learners feel safe, supported, and motivated.

Guiding Principles: Patience, Empathy, and Flexibility

When working with reluctant learners, the core principles we hold at AC Library’s Education and Literacy Services (ELS) are even more essential. Let’s take a closer look at how these principles apply in practice.

Patience:
Learning takes time, and not every student will progress at the same rate. Some may need more time to grasp a concept, and that’s okay. Remember, everyone deserves repeated opportunities to learn, and no one should be written off for struggling. Stay patient, and recognize that growth, especially for reluctant learners, is often slow but steady.
Empathy:
Learning can be difficult for many young people, and it’s often compounded by external challenges. The truth is, everyone wants to learn at their own pace, but some need more support to get there. Showing empathy means acknowledging the difficulties learners face and offering understanding, compassion, and encouragement. When learners feel understood, they’re more likely to open up and engage.
Flexibility:
There is no "one-size-fits-all" approach to learning. Everyone has different learning styles, so it’s crucial to stay flexible in your teaching methods. Some students may learn best through visuals, others through hands-on activities, and some through storytelling or discussion. Adjusting your approach to meet each learner where they are will create a more inclusive and effective learning environment.

Non-Controllables: Navigating the Challenges

There are factors outside our control that can impact a reluctant learner’s progress. Let’s explore some of these non-controllable aspects and how to work with them:

Past Mistakes:
In his book Just Mercy, Bryan Stevenson offers the powerful reminder: “Each of us is more than the worst thing we’ve ever done.” This quote helps me remember not to judge students by their past mistakes. Many of the young people we work with may feel defined by their previous actions, but they are capable of change and growth. Understanding this, we can approach them with compassion, not judgment.
Institutional Factors:
There are also rules and regulations within schools or juvenile facilities that we must work within. While we can’t change the system, we can help learners navigate it by providing guidance and advocating for their needs within these constraints.
Interruptions and Scheduling Conflicts:
In a setting with frequent disruptions or interruptions—like a busy classroom or correctional facility—there will inevitably be delays and changes in the schedule. While we can’t prevent these interruptions, we can control how we respond to them. Remaining calm and adaptable can help maintain a sense of consistency for the learner.

Controllables: Focus on What You Can Control

While there are many things beyond our control, there are also plenty of areas where we can make a positive impact. Let’s break down the controllables:

Focus on What You Can Control:
While you can’t change everything, you can control how you show up for your students. Keep your attention focused on the aspects of the learning experience that are within your power to influence.
Be Consistent:
One of the most powerful ways to build trust with reluctant learners is through consistency. Be there when you say you’re going to be there. This was key with Brandon. I show up on time and follow through on commitments. Students need to know they can rely on you, especially when so much of their world feels unpredictable.
Follow Through on Promises:
It’s essential to do what you say you’re going to do. Make promises only when you’re certain you can keep them. If you’re unsure, it’s okay to admit that. You can always say, “I’m not sure. I’ll need to check.” Honesty is key in building trust with students who may have had past experiences where systems have let them down.
Make Personal Connections:
Building rapport with reluctant learners doesn’t require grand gestures. Sometimes, it’s the little things—a quick icebreaker, a brief check-in, or sharing a story from your own life—that can make the biggest impact. Find ways to connect on a personal level that feel comfortable for you and respectful of the learner’s boundaries. For example, Brandon thought it’s hilarious that my fourteen-year-old son falls asleep so much earlier than my eleven-year-old.
Be Yourself:
Don’t try to be someone you’re not. Students can tell when you’re being insincere. Show up authentically and be yourself. This helps build trust and creates a more genuine relationship.
Stay Calm and Patient:
Things may not always go smoothly. It’s easy to get frustrated, especially when working with reluctant learners who may be resistant or disengaged. But remembering our values of patience, flexibility, and empathy will help you stay calm. Take a breath, validate their feelings, and offer support. Don’t take things personally and remain patient as you guide them through challenges. Again, this was key with Brandon. I didn’t take it personally when he turned around and walked back into the classroom.
Keep Track of Materials:
It’s easy for learners to lose track of their materials, especially in high-stress environments. One strategy that helps is holding on to their materials and work for them. In cases where you can, provide easy-to-replace items, like sight word flashcards, so learners don’t have to worry about retrieving or losing their materials.
Offer Choices:
Justice-impacted youth, or other young learners, often have little control over their daily lives. To counteract this, try to build as many opportunities as possible for them to make choices. This is important because adolescence is a critical time for learning how to make decisions and experience the consequences—both positive and negative—of those decisions.
Provide Positive Feedback:
Positive reinforcement is crucial, especially when working with reluctant learners. Offer specific praise when they make progress, no matter how small. Recognize their efforts and celebrate their achievements to boost their confidence and motivation.
Create Predictable Routines:
Having structure and routine in your lessons can help reluctant learners feel more secure. When they know what to expect, they can focus more on the learning process itself, rather than feeling anxious about what might come next. Try to create lessons with predictable routines to reduce uncertainty.

Final Thoughts

By applying these guiding principles of patience, empathy, and flexibility, and by focusing on what you can control, you can create a supportive and empowering learning environment. Remember that every student has unique needs and experiences, and your role is to meet them where they are, offering consistent support as they navigate their learning journey.

By keeping your values front and center and adapting to the needs of the learner, you can help transform even the most reluctant learners into engaged and empowered individuals.