Helping Student Writers Overcome Imposter Syndrome: A Resource for English Teachers

February 6, 2025 in Pedagogy

I'm thrilled to announce the publication of my article, "Planting Seeds of Confidence: Nurturing Student Writers Through Imposter Syndrome," in the latest issue of the Journal of Peer Tutoring in Secondary Schools. This topic is close to my heart, as I've witnessed firsthand the impact that imposter syndrome can have on students' writing and overall academic experience.

JPTSS Editor Amber Jensen's introduction to this issue provides this overview of my article:

In the lead article, “Planting the Seeds of Confidence: Nurturing Student Writers Through Imposter Syndrome,” Michelle Boyd Waters (33) emphasizes the critical role of writing centers in helping students combat self-doubt and build academic resilience. She presents valuable and replicable strategies for peer tutors to support student writers in challenging self-doubt, setting achievable goals, and reframing negative thoughts. Waters advocates for integrating social-emotional learning in writing center practices, creating spaces where students can grow as writers and recognize their potential despite academic and social pressures.

As English teachers, you know how crucial it is to foster a sense of confidence and self-efficacy in your students. My article digs into the root causes of imposter syndrome and offers practical strategies for creating a supportive classroom environment where students feel empowered to express their ideas and overcome self-doubt.

But this isn't just about writing centers The strategies and insights I share can be easily adapted to any classroom setting. By recognizing the signs of imposter syndrome and implementing targeted interventions, you can help your students develop a growth mindset and reach their full potential as writers.

I encourage you to not only check out my article but also explore the rest of the issue, which is packed with valuable insights and research on peer tutoring in secondary schools. Jensen particularly noted that this issue celebrates how peer tutoring can promote academic and social-emotional growth for middle and high school students and considers the effects of generative AI and other academic challenges

Of particular interest may be two articles on the use of generative AI in secondary school writing centers — and by extension, in middle and high school classrooms:

“Ahead of the Code: How Writing Centers Can Proactively Examine AI”: This empirical study by Cass Melo, director of the Algonquin Regional High School writing center and several of her current and former students, explores how writing centers can address the growing presence of AI in student writing. They examine how peer tutors can help students navigate complex issues such as AI ethics and engaging all student writers in a school.
“AI, In-class Essays, and the Writing Center”: This article by Minnetonka High School Writing Center staff, Jos Buffington, Celia Hitchcock, and Abby Hudson, discusses how the rise of generative AI has led some teachers to shift from take-home essays to in-class, on-demand essays. This shift affects the types of writing support peer tutors can offer. The authors propose that writing centers adapt their focus to helping students prepare for in-class writing, like timed writing, structuring ideas under pressure, and managing test anxiety.

Let's work together to create classrooms where every student feels confident, capable, and inspired to write!

Michelle Boyd Waters, M.Ed.

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I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

Helping Student Writers Overcome Imposter Syndrome: A Resource for English Teachers

Michelle Boyd Waters, M.Ed.

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