Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Rachel Halquist, Ed.D

Second Advisor

Laura Aguada -Hallberg, Ed.D

First Committee Member

Jennifer Geiger, Ed.D

Second Committee Member

Jeremy Greene, Ed.D

Abstract

Poetry education is frequently viewed as an enrichment activity rather than a critical practice that supports academic, emotional, and social development. This qualitative exploratory case study examined how participation in a nonprofit creative writing program in northern California influenced the cognitive development, emotional well-being, communication skills, empathy, and perspective taking of young adults. The study was guided by constructivism, radical constructivism, and symbolic interactionism. It centered on the lived experiences of six poetry program alumni aged 18 to 25. The researcher collected data through semi-structured Zoom interviews and poetry portfolios containing three poems selected by each participant. I used inductive thematic analysis to examine the interview transcripts. Poetry portfolios were analyzed through close reading and deductive coding informed by the interview findings. Triangulation, member checking, prolonged engagement with the data, and peer debriefing strengthened the study's trustworthiness.

Results identified six interconnected themes: creativity, cognitive and academic development, emotional awareness and regulation, greater awareness and observation, connection and the ability to take another’s point of view, and readiness for the future along with the acquisition of life skills. Participants stated that poetry was a practice that boosted creative confidence, critical thinking, problem solving, emotional expression, self-awareness, empathy, communication, resilience, and a stronger sense of purpose. Common to all findings were voice and agency, a feeling of belonging and community, mental well-being, personal transformation, and empowerment. These outcomes showed that cognitive, emotional, and social growth did not occur in isolation; rather, poetry offered a significant process through which participants interpreted their experiences, confirmed their identities, connected with one another, and came to see the value in their own voices and perspectives.

Results indicate poetry is not just a minor element of education. Poetry is a multifaceted educational approach that contributes to the development of the whole person. This study confirms the value of including poetry and creative writing in school curricula, in social and emotional learning projects, and in community-based programs. Such opportunities are particularly important for young people coming from historically neglected communities, as their voices and real-life experiences have not always been adequately acknowledged in traditional educational contexts.

Pages

291

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Art Education Commons

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