The practice of labeling readers persists in schools even though deficit labels can undermine literacy learning. To understand the literacy experiences of struggling readers, the author conducted a yearlong study in which she shadowed ninth graders across content area classes. This article examines times when youths appeared disengaged because they were experiencing high levels of stress due to, for example, homelessness or hunger. How teachers together with youths interpreted stress powerfully contributed to the construction of youths as struggling or capable readers and learners. When teachers saw stress as low motivation or work avoidance, it exacerbated deficit positioning. However, when teachers sought to understand the root causes of stress, teachers and youths jointly addressed obstacles in ways that bolstered youths' well‐being and literacy. Findings have implications for disrupting deficit notions about reading struggle and building positive student–teacher relationships through which students can grow as readers and young people.