The Effects of Guided Journaling on Community Formation in a Sophomore Honors Language Arts Classroom

The purpose of this action research was to ascertain if guided journaling contributed to the overall classroom community experienced by students. This case study took place in a sophomore honors English language arts classroom. Data was collected from six students and was organized using the constant-comparative method. Four themes emerged in my findings: the importance of psychological safety; student vulnerability and level of sharing; demonstrative; empathy for others; and an increased sense of purpose and hope for the future. This study illustrates the value of helping students redefine their success to include soft skills such as kindness, empathy, and the ability to communicate and collaborate with others.