The Power of Personal Narratives: Using Storytelling to Strengthen Identity and Confidence in Urban, Multi-Ethnic Classrooms

Abstract

This study explored the impact of personal narrative writing on the writing confidence, proficiency, and self-expression of sixth-grade English Language Learners (ELLs) and students with Individualized Education Programs (IEPs). The research was guided by two questions: how personal narratives influence student confidence and proficiency, and how students perceive the value of personal storytelling in their academic growth. Data was collected through student writing samples, surveys, interviews, classroom observations, and teacher reflections. Findings revealed three major outcomes. First, personal narrative writing increased students’ confidence by providing opportunities for authentic storytelling and ownership over their work. Second, students demonstrated improved use of narrative structure and literary techniques such as dialogue, descriptive language, and figurative devices. Third, personal narratives encouraged identity development and emotional engagement, helping students connect their cultural and personal experiences to academic work. Grounded in sociocultural theory and supported by existing research, this study underscores the importance of culturally responsive writing practices, especially for marginalized student populations. Recommendations are offered for future research, classroom instruction, and school leadership, with an emphasis on integrating personal narrative writing into inclusive and reflective educational environments.