Letter Writing

Using letter writing...

- Provides processing time for students experiencing big emotions
- Establishes connection
- Acts as a reminder or coping strategy

Implementation

Overview

Allow students the opportunity to write a letter to themselves or the person they are in conflict with.
Share the letter with the other person.
The student may elect to read it to the other person or just give the letter for them to read privately.
Allow opportunity for other person to respond in letter or in person.

Core Components

- Scaffolded to meet the student's needs
- Practiced routine outside of elevated state
- Conferenced and followed up on by adult

Proactive Implementation

- Letter writing should be a part and time of the scheduled day. This may be done as a whole class in a pen pal format

Responsive Implementation

- Responsively implemented letter writing may be done due to a need for connection between a strong relationship and growing relationships.

Connection

If the need is connection then the student may write to a specific person and combined with a pen pal.

Skills Training

If the need is skill building then the topic of the letter may be on how to use a specific skill.

Awareness

If the need is awareness then the student may write to others on how they feel and read about how others feel about their actions.

Emotional Regulation

If the need is regulation then the student may be asked to letter write when they are dyregulated.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.