There is a consensus that responding to students' writing is an essential pedagogical practice that influences students’ learning outcomes (e.g., Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Wisniewski et al., 2020). Feedback's effectiveness varies: some enhance learning, others may hinder progress (Hattie & Timperley, 2007). Research indicates that teacher feedback is often deficit-oriented, focusing on low-level technical concerns, what is lacking in students’ writing and what needs to be fixed (Andrews et al., 2006; Bardine et al., 2000; Connors & Lunsford, 1993; Ferris, 1999; Lee, 2007; Rysdam & Johnston-Shull, 2016; Sherry, 2017). Evidence suggests that students positioned as at risk and struggling receive responses to their writing that are ineffectual, corrective and nonspecific, such as “well done” and “keep going” (Bishop et al., 2009; Davila, 2012; Dinnen et al., 2009; Graham & Perin, 2007; Sabti et al., 2019). Students who require learning beyond conventional school environments, including those who experience anxiety and chronic health conditions, are frequently positioned as at-risk, struggling writers, and too unwell to learn. These students often enter health or hospital school settings with low levels of writing self-efficacy as responses to their writing have reinforced feelings of vulnerability, perceived failure and disengagement (Gray, 2025; Pajares et al., 2007). For these learners, how teachers respond to students’ writing affects how they see themselves as writers. A teacher's words can be the missing ingredient that helps these learners make a breakthrough in their writing (Fletcher, 2006). This session will ask participants to consider approaches to writing assessments and responses which offer appreciative rather than deficit perspectives (Paris, 2012; Valencia, 1997), in other words, focusing on what students can do rather than what they cannot do. Participants will learn how teachers can respond to students' writing in a way that honours students’ diverse experiences and realities (such as their health condition(s), the effect of school attendance interrupted by absence, their age, social and cultural background and so on) while also fostering positive writing identities and a love for writing. Such approaches are particularly important for students with anxiety and chronic health needs, as they prioritise affirmation, reduce fear of reprisal, and create emotionally safe spaces for risk-taking. Participants will leave this session equipped with a range of practical tools and strategies, drawn from both academic literature and empirical research conducted in a health school setting, to apply within their own contexts. These frameworks link improved writing outcomes to the development of positive writing identities (K. Bomer, 2010; R.Bomer, 2011; Gray, 2025; Johnston, 2004; Warrington, 2019). They also foster a sense of belonging, which is critical for learners who may feel marginalised or disconnected from traditional schooling contexts, thereby contributing to increased confidence and self-efficacy. The principles underpinning appreciative pedagogies extend beyond education and have relevance across other professional contexts, including healthcare. Adopting appreciative approaches across interdisciplinary teams, including educators and healthcare workers, can contribute to more cohesive, supportive environments that prioritise dignity, agency, and participation for young people navigating complex health challenges (Caiels et al., 2021).