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<p>For more than a decade, concerns about falling standards of writing, measured against national assessment criteria, have reinforced a narrowly framed paradigm in the teaching of writing. Concurrently, evidence suggests that levels of children’s and young people’s psychological and emotional well-being have deteriorated, particularly during, and following, mass lockdowns caused by Covid − 19 viruses. Interview data from a small-scale study of primary student teachers who engaged in expressive journal writing during a literacy unit, suggests the act of writing under stress-free conditions can provide personal spaces for self-reflection, leading to ameliorative states of thinking and feeling about the self. Echoing Yagelski’s (<CitationRef CitationID="CR67">2012</CitationRef>) call for a ‘revolution in writing’, these findings suggest the case for radical change to a pedagogy of writing that incorporates the acquisition of technical skills within an approach that allows for personal expression, agency and well-being. It is posited that the re-framing of writing as process rather than as an essentially ‘skills-based’ product might help to both improve students’ mental and emotional well-being, as well as their writing.</p>

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Writing for well-being; The therapeutic power of the compositional process

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月15日

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  • Paul Gardner,
  • Sonja Kuzich

摘要

For more than a decade, concerns about falling standards of writing, measured against national assessment criteria, have reinforced a narrowly framed paradigm in the teaching of writing. Concurrently, evidence suggests that levels of children’s and young people’s psychological and emotional well-being have deteriorated, particularly during, and following, mass lockdowns caused by Covid − 19 viruses. Interview data from a small-scale study of primary student teachers who engaged in expressive journal writing during a literacy unit, suggests the act of writing under stress-free conditions can provide personal spaces for self-reflection, leading to ameliorative states of thinking and feeling about the self. Echoing Yagelski’s (2012) call for a ‘revolution in writing’, these findings suggest the case for radical change to a pedagogy of writing that incorporates the acquisition of technical skills within an approach that allows for personal expression, agency and well-being. It is posited that the re-framing of writing as process rather than as an essentially ‘skills-based’ product might help to both improve students’ mental and emotional well-being, as well as their writing.