Reducing Screen Time in Schools by Making Reading More Rewarding

Screens have become a regular part of school days – sometimes helpful, sometimes a headache. Many teachers describe a quiet shift in the classroom: less focus during reading time, fewer students reaching for books, and a growing pull toward digital distractions. Focused, offline learning is harder to come by in classrooms where digital tools are always within reach.

Plenty of educators are rethinking how to keep students engaged without defaulting to more screen time. Creative reading programs and behavior-based incentives are helping bring back some of that lost excitement for books by making literacy feel more connected to students’ everyday wins.

Reading habits shift when students feel personally invested. The more reading feels connected to personal success, the more it sticks.

Why Screen Time Still Challenges Schools

Even as classrooms return to in-person learning, the habits built around screens haven’t faded. Devices remain part of instruction, but they’ve also become harder to separate from distraction. Some students now associate downtime with scrolling instead of reading, and that shift has made it tougher to build momentum around literacy.

For educators, the concern goes beyond minutes spent on devices. It’s the way screen habits have reshaped how students engage, respond, and focus. Shifting from quick digital input to sustained reading isn’t always a smooth transition, especially when attention is already fractured.

Rethinking How Students Connect with Reading

Getting students to read more isn’t always about pushing harder. It often begins with creating experiences that help reading feel personally meaningful. Programs that link reading to positive outcomes, rather than punishment or pressure, can shift how students respond to books.

Some schools are experimenting with simple, school-based incentives. These aren't elaborate prize systems or competitions. They focus on consistency, recognition, and making reading part of everyday student success.

What That Looks Like in Practice

This kind of structure can take many forms. Some schools weave it into small daily routines. Others roll out visible, schoolwide programs that turn reading into a shared point of pride.

One School’s Approach to Reading Motivation

At Crestwood Intermediate School in Ohio, reading became part of a broader strategy to support student growth – not just academically, but behaviorally. Staff integrated literacy into the school’s positive behavior program, creating a structure that rewarded students in a way that felt earned and personal.

How the Program Works: 

1. Students earn “Devil Dollars”
   Recognized for positive behavior tied to school values, such as responsibility, respect, or helping others.
2. They trade dollars for a reading token
   After saving up, students exchange their Devil Dollars for a token, good for one book.
3. They choose a book from a schoolwide vending machine
   The vending machine is stocked with high-interest books and placed in a visible location. It's customized in school colors with a mascot decal, giving it a sense of belonging.
4. The book becomes theirs to keep
   Ownership builds pride and encourages reading at home, not just in school.
   
   

What’s Inside the Vending Machine

• Graphic novels

• Popular series like Dog Man and Diary of a Wimpy Kid

• Fiction titles that span genres and grade-level interests

Administrators noticed that students began talking about their book choices with each other. Not only that, they began asking for recommendations, trading titles, and treating the vending machine like an event rather than a reward station. That shift, small as it was, helped create a culture where reading didn’t need to compete with screens. It had a place of its own.

Encouraging Reading Habits That Last

Reducing screen time in schools works best when reading feels like a regular, rewarding part of student life. When books are easy to access and tied to positive experiences, they become more than a one-time incentive, and they start to matter long-term.

“The goal isn’t to spark a single moment of interest. It’s to build a reading habit students want to carry with them.”

Make reading visible: Books shouldn’t stay hidden on shelves. When students encounter them in hallways, classrooms, or shared spaces, they’re more likely to engage without being asked. Simple, well-placed displays can prompt spontaneous interest.

Give students real ownership: Letting students keep the books they choose builds connection. A personal book carries more meaning than a borrowed one and creates a link between reading and pride that sticks.

Keep choices relevant: Titles that match students’ interests – graphic novels, series fiction, familiar voices – tend to hold their attention. Involving them in book selection helps keep those choices fresh and meaningful.

Celebrate literacy consistently: Small gestures can reinforce effort. A classroom shoutout, a token-based system, or a visible reading milestone can turn literacy into something that lives beyond assigned chapters.

Reducing Screen Time in Schools Starts with Small Shifts

There’s no single formula for helping students read more and rely less on screens. But progress often starts when schools treat reading as a privilege, not a chore. When students feel a sense of choice, recognition, and access, they begin to connect with books in more meaningful ways.

Even small changes – like where books are placed or how effort is acknowledged – can support that shift. Reducing screen time in schools doesn’t need to center on restrictions. It can grow from opportunities that feel personal, consistent, and grounded in what students value.

Want to Start Something Similar at Your School?

Funding is often the first hurdle. If you're thinking about launching a reading-based rewards program, this free grant writing guide can help you take the next step.

This article was originally written in October 2024 and was recenlty updated to reflect current industry trends.