Finding Freedom in Writing

“The pen is mightier than the sword.” – Edward Bulwer-Lytton (1839). The film, Freedom
Writers, directed by Richard LaGravenese, showcases the struggles of teenagers dealing with
issues such as gang violence, racism, and poverty. Writing serves as a coping mechanism for
these teens, allowing them to express themselves, reduce stress, and gain perspective.
Firstly, writing serves as a form of self-expression. According to O'Connor (2015), expressive
writing aids in the healing process and can teach people how to better manage their emotions,
stop dwelling on or becoming obsessed with a traumatic event, and instead find meaning in it. In
the movie "Freedom Writers," the students, who at first struggle to express themselves, discover
that writing is a powerful means of doing so, as shown by Eva's moving journal entry, which
reveals her vulnerability and enables her and her classmates to face their own struggles and form
bonds with one another.
Secondly, writing is a tool for stress reduction. According to Pennebaker & Beall (1986),
stress levels can be lowered, and health outcomes can be improved by writing eloquently about
terrible experiences. In the movie, the character Eva uses writing as a stress-reduction technique
that helps her process her feelings and deal with the difficulties she encounters.
Lastly, writing serves as a means of gaining perspective. According to Emig (1977), Writing
allows people to reflect on their thoughts and experiences and facilitates the exploration of ideas.
People obtain new perspectives and insights because of this reflective process. The teacher in the
movie, Erin Gruwell, introduces her students to works of literature like "The Diary of Anne
Frank," inspiring them to write and talk about it. This broadens their comprehension of various
cultures, historical moments, and human experiences, ultimately encouraging the growth of fresh
viewpoints and empathy.
Studies have shown that journaling and expressive writing positively impact adolescent
mental health, reducing symptoms of depression, anxiety, and post-traumatic stress disorder
(PTSD) (Lepore & Smyth, 2002). Furthermore, anecdotal evidence suggests that teenagers often
use writing as a coping mechanism. For example, in the film "Freedom Writers," the main
character, Erin Gruwell, encourages her students to keep journals and write about their
experiences, emotions, and thoughts. Writing also plays a crucial role in therapy for teenagers,
allowing them to process traumatic experiences and develop resilience (Stice & Barrera, 1995).
In conclusion, writing presents to be a positive coping mechanism for teenagers dealing with
stress and mental health challenges. It serves as a form of self-expression, stress reduction,
gaining perspective, and self-awareness. Incorporating writing into the school curriculum,
providing resources and support for teenagers who want to write, and normalizing the use of
writing as a coping mechanism are all effective ways of encouraging teenagers to use writing to
cope with stress and mental health challenges. Writing prompts, journaling exercises, and
creative writing workshops are all effective tools that can be used to encourage teenagers to
write.
References:
Bulwer-Lytton, E. (1893). Richelieu; Or, the Conspiracy: A Play in Five Acts. Boston: Hilliard
Gray.
O’Connor, M. (2015). Evidence of the Healing Power of Expressive Writing. The Foundation of
Art & Healing. https://www.artandhealing.org/evidence-of-the-healing-power-of-
expressive-writing/#:~:text=Expressive%20writing%20promotes%20healing%2C
%20and,derive%20meaning%20from%20what%20happened.
Pennebaker, J. W., & Beall, S. K. (1986). Confronting a traumatic event: Toward an
understanding of inhibition and disease. Journal of Abnormal Psychology, 95(3), 274-281
Emig, J. (1977). Writing as a Mode of Learning. College Composition and Communication,
28(2), 122-128
Lepore, S. J., & Smyth, J. M. (2002). The writing cure: How expressive writing promotes health
and emotional well-being. American Psychological Association.
Stice, E., & Barrera, M. (1995). A longitudinal examination of the reciprocal relations between
perceived stress and coping efficacy. Journal of Consulting and Clinical Psychology,
63(3), 421-426.