Exploring Qualitative Evidence Through a School-Based Intervention: Can Youth Be Empowered Through Writing?

Background: The mental health crisis among youth, exemplified by the 1.2 million affected in Canada, underscores the urgent need for effective interventions. Research indicates that in-school programs are more successful in addressing common mental health issues and promoting well-being. This evaluation study was performed on the Kids Write Network, an expressive writing intervention that aims to facilitate emotional expression and processing by encouraging individuals to address and reassess adverse life events through writing. This study explores how the cognitive and psychological mechanisms of expressive writing in adolescents can be unveiled through the theoretical approach of empowerment. Methods: Using a multiple case-study design, 50 middle school students from three schools in Montreal, Canada, participated in the expressive writing intervention and were individually interviewed. The data collected from these interviews were analyzed using a comprehensive coding schema to identify the theoretical underpinnings of empowerment. Results: The results demonstrate that writing about one’s negative life event allowed for a better understanding of it through reflection and a clearer understanding of one’s emotions. Conclusions: The findings can inform the development and implementation of school-based empowerment interventions for youth with mental health challenges. Further, our findings emphasize the importance of recognizing and addressing the theoretical approach of empowerment in mental health programs for young individuals.