How can teachers support pupils who struggle with writing?

This article explores practical ways to identify, support and celebrate every pupil’s progress in writing. You’ll find reflection prompts and actionable steps to help you strengthen your classroom practice, adapt your teaching, and make sure no child is left behind.

Support pupils from the start

You play a vital role in shaping every pupil’s experience of writing. When your lessons are clear, engaging and well-structured, pupils are more likely to build confidence and develop the skills they need. The Department for Education’s writing framework sets out practical approaches for teaching writing, helping you design lessons that support pupils at every stage.

At the same time, some pupils will need extra help from the beginning, whether that’s time to practise handwriting, support with spelling, or guidance on organising ideas.

Helping struggling writers goes beyond fixing spelling or handwriting – it’s about building confidence and showing pupils their ideas matter. Creating a safe, positive classroom atmosphere is just as important as teaching technical skills.

If you notice a pupil struggling with writing, they may also find reading or speaking difficult, especially if they have a special educational need or disability (SEND) or speak English as an additional language (EAL) (EEF, 2015).

Spotting needs early and putting targeted support in place – such as small group sessions, useful scaffolds or extra practice – helps every child feel safe to have a go.

By providing the right support and encouragement, you open up learning across the curriculum and give every pupil the chance to succeed as a writer.

How to identify pupils who need support

Spotting which pupils need extra help with writing should start as early as possible (Department for Education, 2021). The sooner you notice a child is finding writing tricky, the quicker you can step in and offer the help they need.

Regular formative assessment is key. This goes beyond marking work – watch how your pupils write, listen to their conversations and notice small signs that something might be holding them back. Look out for pupils who write very slowly, keep stopping and starting or struggle to use what they’ve learned in one lesson when writing in another subject. Some may seem demotivated, lack confidence or be unusually quiet. Occasionally, pupils might use disruptive behaviour to avoid writing tasks.

These responses can signal that writing feels challenging, but they also show how pupils are trying to cope with situations that feel difficult. If you spot any of these signs, it’s important to dig a bit deeper and work out why writing is tough for that pupil. The reasons can vary – it might be hearing or visual difficulties, speech, language and communication needs, or other developmental needs. However, many pupils struggle with writing, whether or not they have a diagnosed special educational need or disability (Connelly, 2016).

While the writing framework highlights EAL pupils, it’s important to recognise the breadth of skills and experiences these pupils hold. While these pupils may still be developing confidence with aspects of English, they often show resourcefulness, adaptability and a rich awareness of other languages and cultures. Consider each pupil’s needs as a whole and prioritise support for reading or speaking if needed.

Reflection prompts:

• How does your school identify pupils who need additional support with writing?
• How are regular formative assessments used to monitor pupils’ progress and needs?

Action steps:

• Get advice from EAL experts, SEND co-ordinators or other specialists to make sure support matches each pupil’s needs. Share information and strategies with parents and carers, so they can help at home and feel part of their child’s progress.
• Make sure extra help is available from the start – whether that’s small group sessions, tailored resources or extra practice. Adapt support as pupils’ needs change, and make sure interventions fit with the rest of the curriculum so no one misses out.

How to support pupils in class

When you notice a pupil finding writing difficult, it’s important to work out which part of writing is causing the problem. Spotting these challenges early means you can step in with the right support. But supporting pupils isn’t just about putting interventions in place – it’s about creating a classroom environment where every pupil can develop strong writing skills (Mitchell, 2014).

Addressing needs should be part of your everyday teaching, not just something extra for a few children (EEF, 2025). Regular practice, clear routines, and plenty of opportunities for oral rehearsal should be built into your lessons for all pupils. Scaffolds like sentence stems or word banks can help everyone structure their ideas, not just those who find writing tricky. Building vocabulary and encouraging talk during planning supports every child and makes it easier for them to express themselves when it’s time to write.

By making these part of your universal offer, you help prevent difficulties before they start and create a classroom where all pupils feel confident to have a go at writing. This approach means fewer pupils end up needing extra intervention, and those who do get support find it fits naturally into their learning. Ultimately, your goal is to equip every pupil with the tools to succeed as a writer from the outset. By identifying challenges early and using targeted support, you help pupils overcome barriers and feel good about writing.

Reflection prompts:

• How does your school support pupils with different aspects of writing in class?
• How do you provide targeted interventions alongside whole class teaching to meet individual pupils’ needs?

Action steps:

• Offer sentence stems, word banks and writing frames as part of whole-class lessons, so all pupils can organise their ideas and build confidence.
• Be flexible with your teaching, adjusting scaffolds and routines for groups or individuals when you notice pupils need extra help.

Supporting pupils with special educational needs and disabilities

Every child in your classroom deserves the chance to succeed. Pupils with SEND can learn to read and write too – even if they take a different route or need a bit more time. Progress might look different for each pupil, but their achievements are just as meaningful.

Writing can be challenging for a range of reasons, including difficulties with physical coordination, language processing, or confidence and motivation. It’s vital to spend time identifying what pupils finds tricky and what kind of support will help most (EEF, 2025).

Supporting pupils with writing may involve breaking tasks into manageable steps, offering extra practice, using technology, adapting teaching and providing scaffolds to meet individual needs. Because pupils’ needs change as they develop, it’s important to revisit the process regularly.

Here are some practical ways to help pupils with different needs:

• Dyslexia: Break learning down into small, manageable steps and give pupils plenty of chances to practise. Systematic synthetic phonics is key here, so make sure it’s part of your teaching. Extra time and repetition can make a big difference.
• Developmental Coordination Disorder/Dyspraxia: Focus on handwriting but be flexible. Give pupils lots of time and support, and don’t be afraid to use assistive technology like keyboards or tablets if that helps them get their ideas down.
• Other conditions: There’s no one-size-fits-all. Adapt your literacy teaching to suit each pupil. That might mean using voice recorders, scribe support, or other practical ways for pupils to show what they know, especially if writing by hand is a big challenge.

The main thing is to keep expectations high and believe in every pupil’s ability to make progress. Celebrate small steps and adjust your teaching so every child has a meaningful way to communicate. With the right support, patience and encouragement, every pupil – including those with SEND – can develop as a writer and feel proud of their achievements.

Reflection prompt:

• How does your school support those who need something additional from the main offer?
• How do you tailor interventions to address the specific needs of each pupil?

Action steps:

• Spend time finding out what each pupil finds challenging about writing and talk to specialist staff or families if needed.
• Break writing tasks into smaller, manageable steps to help pupils focus on one skill at a time and celebrate progress at each stage. Support pupils with extra practice and scaffolds such as sentence stems, writing frames or graphic organisers. As pupils grow in confidence, gradually remove these to build lasting skills and greater independence.

This explainer is part of a series for teachers and school leaders on how to navigate the writing framework. Explore the other articles.

References

• Connelly, V., & Dockrell, J. (2016). ‘Writing Development and Instruction for Students with Learning Disabilities: Using Diagnostic Categories to Study Writing Difficulties’. In MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.), Handbook of Writing Research (2nd ed., pages 349–363). New York: Guilford Press
• Department for Education (2021) ‘Teachers’ standards guidance for school leaders, school staff and governing bodies’
• Education Endowment Foundation (2015) ‘A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL)’
• Education Endowment Foundation (2025). ‘Special Educational Needs in Mainstream Schools: Guidance Report’.
• Mitchell, D. (2014) What Really Works in Special and Inclusive Education, Oxford: Routledge.