Get Georgia Reading: Supporting Early Literacy and Mental Wellbeing in Georgia Communities
Community Service Board of Middle Georgia (CSBMG)
Early childhood literacy is one of the most significant predictors of lifelong success, influencing academic achievement, emotional wellbeing, employment opportunities, and overall quality of life. Across Georgia, organizations and community leaders are recognizing the importance of supporting children’s reading development early in life. One statewide initiative helping advance this mission is the Get Georgia Reading Campaign, which focuses on improving third-grade reading proficiency and strengthening outcomes for children and families.
According to the Georgia Parent Support Network, Inc. (GPSN), early literacy plays an important role in a child’s mental health, confidence, academic growth, and social wellbeing. Through partnerships, family engagement, access to books, and educational support, the organization promotes opportunities that help children thrive both inside and outside the classroom. The efforts of the Get Georgia Reading Campaign and seeks to ensure that every child in Georgia becomes a confident and successful reader (Georgia Parent Support Network [GPSN], 2026).
The Get Georgia Reading Campaign was established in response to concerning educational and social outcomes connected to low literacy rates. Research highlighted by the campaign shows that children who are not reading proficiently by the end of third grade are four times more likely to leave school before graduation compared to proficient readers. In adulthood, these individuals are also more likely to experience unemployment, reduced economic opportunities, and challenges related to mental health and overall wellbeing (GPSN, 2026).
Recognizing the urgency of this problem, leaders across Georgia collaborated to create a shared framework known as the “four pillars.” These pillars provide communities, educators, caregivers, and service organizations with a common understanding of the conditions necessary to support literacy development and long-term success. By addressing literacy through a collaborative and community-based approach, Georgia organizations hope to improve educational, behavioral health, and social outcomes for future generations.
An important component of this conversation is language development. In the article Hiding in Plain Sight: Language Development as a Missing Link, Sarah Torian (2026) explains that language development is deeply connected to a child’s environment, relationships, and sense of wellbeing. Rather than focusing solely on individual achievement, Torian emphasizes the importance of nurturing supportive environments where children can develop communication skills through meaningful interactions and connection.
Torian (2026) further notes that language development should be viewed as a core indicator of overall wellbeing. When caregivers, educators, healthcare providers, and community organizations intentionally foster language-rich environments, they help create the foundation for emotional regulation, social development, academic readiness, and healthy relationships. These supports are especially important during early childhood, when brain development occurs rapidly and children are forming essential communication and coping skills.
Behavioral health organizations like CSBMG understand that education, literacy, and mental health are closely interconnected. Children who struggle academically may also experience increased frustration, low self-esteem, anxiety, social difficulties, and other emotional challenges. Early intervention, supportive family systems, and access to educational resources can help reduce these risks while strengthening resilience and confidence.
Community involvement also plays a critical role in improving literacy outcomes. Families, schools, healthcare providers, libraries, nonprofits, faith communities, and behavioral health organizations all contribute to creating supportive environments where children can succeed. Encouraging reading at home, engaging children in conversation, limiting excessive screen time, and participating in literacy-based activities all positively influence language and reading development.
At CSBMG, supporting the wellbeing of children and families extends beyond clinical services. Promoting awareness of initiatives like Get Georgia Reading aligns with our agency’s commitment to prevention, education, collaboration, and healthier communities. By working together to strengthen literacy and language development, communities can help children build the skills necessary for lifelong success, emotional wellbeing, and positive futures.
References
Georgia Parent Support Network. (2026). It’s time to get Georgia reading!
Torian, S. (2026, May 12). Hiding in plain sight: Language development as a missing link. Get Georgia Reading Campaign.