Developing metacognition and self-regulation through creative journalling

Creative Journalling allows learners to witness their own development in real time, tracking moods, thoughts, confidence, setbacks and ideas. This metacognitive opportunity is important for our Level 1 cohort who arrive with complex histories, characterised on the surface by low attainment. Rather than lacking motivation, many have developed low academic self-confidence through repeated experiences of failure. Many in this cohort have at one time found themselves defined negatively -not in education, employment or training (NEET). Yet unrealised creativity and resilience often accompany young people who have had to find ways to survive. As educators, our challenge goes beyond improving attainment to rebuilding confidence as capable learners and drawing on their existing strengths.

Metacognition

Evidence-based research consistently identifies metacognition and self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. as important factors in educational success. The metacognition and self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. strand in the EEF’s Teaching and Learning Toolkit highlights strategies that encourage learners to manage their own learning, significantly improving outcomes, particularly for students with a history of disadvantage.

Creative journalling combines reflective writing with activities such as drawing, collage, photography and poetry, without the pressure of producing a perfect answer. Learners can choose how they respond, allowing them to understand their different strengths, weaknesses, interests and needs. Ownership of learning is central to developing self-efficacy for learners with a negative educational imprint.

Beyond academic benefits, journalling can support self-efficacy. Research on expressive writing suggests reflecting on personal experiences improves psychological wellbeing and helps individuals envision the future (Pennebaker & Beall, 1986; Baikie & Wilhelm, 2005). Self-knowledge brings awareness of strengths, improvements, motivations and beliefs.

A moment during our recent journalling project captured this awareness powerfully. Students were invited to choose a favourite song to respond to. Several immediately asked to consult ChatGPT-not to analyse the lyrics, but to help decide their favourite song. This revealed a lack of confidence in their own preferences. Yet through deeper retrieval, pen to paper, sparks flew and memory strengthened.

The lyric book folds featured show the use of non-linear interpretation, and the chosen songs are hopeful. Learners now reflect on this as their favourite activity, explaining they could reinterpret and ‘own’ the lyrics as a reflection on their own lives. Some have gone on to use non-linear thinking in their art sketchbooks. In discussions, we have linked this to the reality that life is wholly non-linear, with many different paths available to us.

“Time Without Anyone Looking”

One student response to the activity described it simply as, “time without anyone looking.” That observation feels quietly revolutionary in an age where much of young people's lives are shaped by visibility, algorithms and performance. It speaks to opportunities for reflection, which are intrinsic to metacognitive awareness.

TheEEF’s Toolkit on Metacognition and Self-Regulated Learning suggests that effective teaching practice enables students to reflect on their learning. In the classroom, creative journalling is more than a reflective activity. It can build rapport, amplify learner voice and create meaningful opportunities for self-discovery.

And for some young people, that blank page may be where education begins again.

Reference List

• Baikie, K. A. and Wilhelm, K. (2005) ‘Emotional and physical health benefits of expressive writing’, Advances in Psychiatric Treatment, 11(5), pp. 338–346.
• Education Endowment Foundation (2025) Metacognition and self-regulated learning. Available at: View guidance report (Accessed: 16 June 2026).
• Sezen, C., Rogers, E., McGrath, S. and Chrispin, L. (2024) The educational provision for 14 to 16-year-olds in further education in England. London: Association of Colleges. Available at: View report (Accessed: 16 June 2026).
• Pennebaker, J. W. and Beall, S. K. (1986) ‘Confronting a traumatic event: Toward an understanding of inhibition and disease’, Journal of Abnormal Psychology, 95(3), pp. 274–281.