FROM PENCILS TO PURPOSE: EXPLORING JOURNALING AS AN ANTIRACIST INSTRUCTIONAL TOOL TO FOSTER PSYCHOLOGICAL SAFETY AND BELONGING

Feelings of psychological safety, belonging, and representation are critical for student engagement and motivation for learning. However, many Title I schools rely on deficit-framed approaches that have historically marginalized the voices and potential of students from historically resilient communities. These schools, often serving Black and Brown students, exist at the intersection of race and socioeconomic disparities, amplifying the impact of systemic inequities. In contrast, asset-based instructional practices offer a powerful alternative by recognizing and affirming students’ cultural strengths, centering their voices, and fostering inclusive environments where students feel seen, valued, and empowered. This study examined the impact of daily journaling as an asset-based practice on fostering a sense of belonging and psychological safety among Black and Brown students in a Title I school in a large urban district. Using a mixed-methods approach, data were collected through pre- and post-intervention student surveys, teacher surveys, and semistructured interviews with a participating teacher. Quantitative results indicated significant increases in students’ perceptions of belonging and psychological safety, with mean scores rising from 2.9 to 4.0 for belonging and from 2.7 to 4.5 for psychological safety. Qualitative findings provided further insight, revealing that students felt more “seen” and “valued” through journaling, which offered them a safe space for authentic self-expression. The participating teacher also reported a transformation in her approach, moving from teacher-led practices to student-centered practices that elevated student voice and agency. The findings suggest journaling not only enhanced trust, connection, and representation in the classroom but also contributed to a sustainable shift in teaching practices aimed at centering belonging and psychological safety. This study underscores the importance of integrating asset-based practices in professional learning programs and curriculum design to promote identity-affirming and psychologically safe learning spaces for Black and Brown students. By highlighting the positive impact of asset-based approaches, this research advocated for systemic changes that ensures all students can thrive academically and socially.