Abstract This article examines the Read More project, implemented at Liceo Diaz in Ottaviano (NA), Italy, in 2025, as an educational experience based on daily free reading. The initiative, carried out in collaboration with the Festivaletteratura in Mantua, involved 424 students from 17 classes across different high school tracks, who engaged in 20 minutes of autonomous reading per day. The study collected both quantitative and qualitative data through pre- and post-intervention questionnaires, teacher observations, and focus groups. Findings show a notable increase in the number of books read, a higher share of students sustaining more than 20 minutes of continuous reading, and improved classroom climate. A total of 91.2% of students evaluated the experience positively, and 89.8% expressed the desire to repeat it. The data suggest that reading, when embedded as a school routine, fosters motivation, inclusion, and wellbeing, representing an educational practice capable of counteracting the cognitive fragmentation of the digital age. The analysis discusses these results in light of the literature on media education, educational resilience, and transformative learning. Despite limitations including the absence of a control group, the use of ad hoc (non-validated) measures, the relatively short duration (one semester), and a singlesite design, the Read More project emerges as a replicable model of pedagogical innovation and educational care. Keywords: school-based reading, educational well-being, digital resilience, media education, transformative learning
Rosaria Romano (Sun,) studied this question.