Abstract
Abstract Writing has emerged not only as a means of creative expression but also as a promising tool for promoting emotional well-being in educational settings. As students face increasing academic and personal pressures, the integration of writing interventions into classroom practices offers potential benefits for their holistic development. This study explores the healing potential of writing interventions in educational settings and their implications for student well-being. Using PRISMA guidelines, a systematic literature review was conducted on 12 peer-reviewed studies published between 2013 and 2023. Findings indicate that writing practices such as journaling, expressive, and reflective writing can reduce stress, anxiety, and trauma while supporting identity formation and emotional regulation. The impact of these interventions is influenced by factors such as age, socio-cultural background, and prior trauma. Grounded in trauma-informed pedagogy and socio-emotional learning frameworks, writing emerges as a practical, low-cost strategy to enhance holistic student development. The study recommends exploring digital platforms and AI tools to expand accessibility and engagement in future applications.