Student Press Initiative

Raising the bar for student writing

Since its founding in 2002, the Student Press Initiative (SPI) has been revolutionizing education by advancing teacher leadership in reading and writing instruction, and bringing authentic student voices to life.

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The Pillars of SPI

Our core values reflect our commitment to transforming traditional literacy instruction into an empowering experience for educators and their students.

Project-based instruction

We reimagine writing as an inclusive, project-based experience that connects students to real audiences, fosters agency, and deepens investment. This helps educators guide instruction toward a meaningful final product — a professionally published collection of student work.

Community of learners

When students work toward a shared goal, they become more engaged and invested in their learning. Drawing from Lave and Wenger’s “Communities of Practice” (1996), we promote inquiry and collaboration, redefining expertise in the classroom.

Real-world authorship

Student writing is often limited to a teacher and a grade. SPI expands its purpose, connecting students to real audiences — like incoming freshmen or local officials — so they take ownership of their work, build skills, and deepen community connections.

Celebrating student voice

Every student has a unique voice, and SPI uses the publication process to amplify them all. Through real-world genre study, students analyze content, structure, and craft, strengthening their writing skills — improving by 25% on average.

Our Process

Within a customizable timeframe (and as little as 6-8 weeks), we bridge professional development with artist collaboration to link real-world learning with content-specific skill development.

Establishing writing
rituals & routines
We believe in creating a writing culture where students feel safe and empowered to write authentically. Our coaches will guide you in shaping your space and implementing practices that build community, boost confidence, and enhance students' skills.

Curriculum development
& implementation
We work with you to define your project’s genre, audience, and purpose, using backward planning to create lesson plans, activities, and assessments. Throughout the project, our coaches will support you with classroom visits, reflective discussions, and ongoing instructional assistance.

Project management, production & design
Our coaches support you from concept to delivery, helping monitor progress, meet deadlines, and assist with editing, formatting, and polishing student content. We also provide customized cover and interior design, created collaboratively with your students.

Book release
& celebration support
As your publication comes to life, we assist with the planning and execution of your book release and community celebration. This support includes preparing students for public speaking and collaborating on event logistics and design.

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Sample Publications

We've had the privilege of publishing over 15,000 student authors in more than 900 publications. Each published work serves as a powerful reminder that everyone has a story to tell. Click any of the completed projects below to get a peek into how each community approached the genre, audience, and purpose of their publications, and to learn more about their creation process.

A Time for Change: NYC Teens Speaking Up Against Human Rights Violations
Global Learning Collaborative (GLC)
New York, NY

Genre: Research-based narratives
Audience: Classmates at GLC
Purpose: Raise awareness of human rights violations

In the midst of a global pandemic, Social Studies students at the Global Learning Collaborative (GLC) explored the 30 Articles of Human Rights, many of which have been heightened and exposed as a result of COVID. Students read the articles, chose one they personally connected with, and wrote about why it resonated with them in their short, autobiographical accounts. They researched the ways in which these articles have been violated in the past, and how they continue to be violated today. Their published pieces are particularly relevant to current events surrounding COVID-19 and the many protests around inequitable treatment of citizens in the US. In this collection, the authors provided examples of how human rights abuse is both national and international, and reflect on how basic human rights affect them, their families, and their community at large. Through this publication, students elevated their voices and connected to the world around them.

EXPLORING HUMAN RIGHTS
Research-based narratives

Origin Stories
Hisar School
Istanbul, Turkey

Genre: Multi-genre
Audience: The Hisar community
Purpose: Examine the origins of thoughts, ideas, and experiences

Origin Stories — the first publication from students at the Hisar School — showcases a multi-genre anthology consisting of stories, personal essays, non-fiction essays, and graphic artwork. One of the central structures of this project was to match each writer to a peer editor who would read their work and offer feedback to support the writing process, as well as inform specific revision strategies. Students also played a major role in the production of the project, making decisions on the design, layout, and formatting of the publication, as well as creating the cover and interior art. This strong sense of collaboration and creativity is reflective of a true community of learners.

LOOKING BACK TO LOOK FORWARD
Multi-genre anthology

We Are What We Eat
Kingsbridge International High School
Bronx, NY

Genre: Food-based memoirs
Audience: High school students
Purpose: Share personal stories related to food and recipes

One second-year ENL teacher and one first-year ELA teacher partnered with us to create a unique publication with their 10th grade students — many of whom are English Language Learners and recent immigrants. Though these students were not experienced in project-based learning and did not have a positive outlook on writing, they brought a strong sense of collaboration to the project. Food was a main talking point among this group of learners, and their teachers seized the opportunity to use food as a way to discuss significant parts of their students' cultures and identities. After exploring cookbooks, drafting recipes, and interviewing relatives & local restaurants, these young authors created a meaningful anthology that reveals the ways in food can shape our memories.

FOOD AS CONNECTION TO COMMUNITY
Food-based memoirs

The Barriers We Faced, the Bridges We Built
Bronx High School of Business
Bronx, NY

Genre: Personal narratives
Audience: Younger students, particularly those new to the BHSB community
Purpose: Share stories of struggle and hope

Our partner at the Bronx High School of Business (BHSB) was eager to introduce a project that would provide her students with an opportunity to share meaningful experiences through writing. With this in mind, we worked alongside 9th and 10th grade Special Education students to craft this publication, beginning with identifying its audience and unpacking what we wanted readers to take away from the pieces within.

After careful consideration and deliberation, the authors felt strongly that they wanted to write to younger members of the BHSB community — primarily incoming students — in an effort to offer meaningful advice. Over the course of the project, they honed their writing to match their audience’s needs, choosing to include more colloquial language and tone, which they recognized would be most effective for communicating with their young and familiar audience.

The culmination of their work is The Barriers We Faced, The Bridges We Built, a collection that showcases how its authors persevered in order to overcome seemingly insurmountable challenges, and built the bridges necessary to conquer their personal barriers.

OVERCOMING PERSONAL OBSTACLES
Personal narratives

Future Present Tense
Singapore American School
Singapore

Genre: Dystopian fiction
Audience: Singapore residents
Purpose: Raise awareness of social issues

In this collection of dystopian stories, juniors and seniors at the Singapore American School explore a future where humans are threatened by issues ranging from social media abuse to genetic modification. While satirizing that which makes them feel powerless, they hope to shed light on the injustices in the world around them.

While creating this publication, the authors sought to focus their writing on pressing social issues, particularly those that are important to their lives and their community. Throughout the publication process, this group was incredibly collaborative, deciding each element — from audience and genre, to book title and cover — democratically. Not only did these students take responsibility for publishing their stories, but they also took on all aspect of the publishing process — including editing, formatting the book's interior, and designing the cover for their work.

EXPLORING SOCIAL ISSUES
Dystopian fiction

Le Français du lycée Osborne
Osborne High School
Marietta, GA

Genre: Picture book
Audience: Beginner French learners
Purpose: Educate children about the basics of French

This imaginative picture book, created by first-year French students, offers a glimpse into beginner-level French curriculum. The project was inspired by one French teacher's desire to bring their curricula to life, and give it purpose beyond the classroom. Created for children who are new to the language, as well as more proficient French speakers, this collection will take you on a journey through the foundations of French, while offering inventive scenarios imagined by its authors along the way. This publication is a powerful example of what project-based learning can look like and how students can cultivate a love of language, explore their creativity, and celebrate their learning in ways that extend beyond the classroom.

CULTIVATING A LOVE OF LANGUAGE
Picture book

Browse more in our library

Writing Resources

At the heart of our work, there are a number of powerful instructional moves that you can explore and implement, even independently of a publication project.

Show All
Participate
Implement
Learn

[ "Read" ]

bom

Book of the Month
Win free SPI publications to use as mentor texts and instructional inspiration.

Enter to win

[ "Read" ]

celeb student voice

Celebrating Student Voice
Writing for publication can raise a student's awareness, increase their social consciousness, and equip them with essential life skills.

Read

[ "Read" ]

culture of writing

Create a Culture of Writing
Promising practices that can help nurture confident, capable student writers.

Read

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reimagine writing process

Reimagining the Writing Process
Student writing is often read by one person (a teacher), and for one reason (a grade). What if it could be different?

Read

[ "Read" ]

spi pod

Students As Authors
What makes the SPI approach to writing instruction so powerful, and how does it impact students and teachers?

Listen

[ "Read" ]

understanding your audience

Understanding Your Audience
Writing for a real-world audience heightens curiosity and injects energy into a student's writing process

Read

[ "Implement" ]

analyze define genre

Define & Analyze Genre
Support students in examining mentor texts and acquiring tips and techniques for their own writing.

[ "Implement" ]

final task

Final Task Investigation
Backwards plan the skills & knowledge required to complete the final writing task.

[ "Implement" ]

peer revision

Peer Revision
A protocol to help students engage in the revision process with one another.

[ "Implement" ]

project planning web

Project Planning Web
Consider possible entry points and the needs of students & community as you begin designing a writing project.

[ "Implement" ]

radar

Revising with RADAR
Help students improve their written drafts by centering the revision process around four simple phases.

[ "Implement" ]

wheel of emotion

Wheel of Emotions
Support students with word choice and the use descriptive details.

[ "Participate" ]

ppbl

The Power of PBL
Design authentic, student-driven projects that make learning stick.

Explore

[ "Participate" ]

twp

The Write Project
Inspire your students to generate authentic, compelling pieces of writing by implementing innovative writing strategies in your classroom.

Explore

anchor: spipartner

Partner With Us

Customizable collaboration
Work closely with SPI coaches to tailor the project to your specific needs and goals. This collaborative approach ensures that the project aligns with classroom objectives while empowering you with flexibility to shape the learning experience.

Instructional transformation
Our approach provides a framework for designing dynamic lessons that promote autonomy and deepen instructional effectiveness. Bring rigor and relevance to the classroom, creating meaningful learning experiences that prepare students for success beyond school.

Student-centered learning
SPI projects prioritize student voice and agency, engaging learners in rigorous, real-world tasks. Throughout the writing and publishing process, students develop key components of 21st century skills and are encouraged to express themselves authentically.

FAQ

What does support with publication projects traditionally look like?

For a project that culminates in a print-based publication, we support our partners in four main categories:

Establishing writing rituals and routines
Curriculum development and implementation
Project management, production, and design
Book planning and celebration support

Each part of the process is customized to the needs of your project. You can read about each of the categories above in more detail here.

How long does it take to complete an SPI project?

Project timing is as flexible as you need, based on your goals. Each project is unique! Within each partnership, we work to support you with creating a timeline that works best for your context and the specifics of your project.

For curriculum-embedded projects, which include students engaging with the project every day as a part of a unit of study, 6-8 weeks is a common estimate. For projects that are implemented as an extracurricular activity, where students engage with it less frequently, it's not uncommon to be completing the project across a full school year.

Additional factors that can impact a project timeline include: the time of year, the school calendar, and individual pacing calendars.

With more information about the type of project you're envisioning, we can offer more specific guidelines! Reach out here to start the process.

How is SPI different than traditional writing curriculum / instruction?

We help teachers reimagine writing curricula so that it becomes more project-based, providing opportunities for students to exercise voice and choice as they write for a real-world audience. These expanded opportunities give additional purpose to both teaching and learning — beyond completing a writing task for a grade — which results in more engaging experiences in the classroom.

How are books designed?

Designs are collaboratively approached, often using ideas, inspiration, and artwork submitted by students who are authors on the project. For the final product, we work with a professional designer who can create publication covers and interiors (depending on project needs).

How much does it cost to implement a publication project?

Since each project is customized, it varies! Cost is dependent on the specifics of the coaching support, as well as the parameters of your printed publication. Printing and production costs are impacted by a number of factors, including:

The number of student authors included
The number of total pages for all student work
The choice between color or black and white elements
Type of paper used
Book dimensions
Special features requested

We work with each partner to identify an overall budget that's in line with the services being offered and their vision for the project.

Which grade levels are the best fit for publication projects?

Students of all ages can participate in a publication project! We have helped publish everyone from pre-kindergartners, all the way through to graduate level students at Teachers College, Columbia University.

Which content areas are the best fit for publication projects?

Writing is typically synonymous with ELA classrooms, but writing exists everywhere — scientists create lab reports; mathematicians create charts, graphs, and designs; and historians tell stories of the past, conducting oral histories and shedding light on important issues.

Our project-based approach easily incorporates the writing process into content area classrooms. Because our projects prioritize the acquisition of real world skills and the opportunity to authentic audiences, there is no limit to the disciplines and areas of study in which we can build a publication.

Where can I find examples of past publications and projects?

Please visit our project inspiration section for samples of past projects, or head over to our library, which showcases selected works published by students from all over the world.

Who can I reach out to if I have more questions?

Please contact Dr. Cristina Compton at [email protected] to talk further about project possibilities. You can also reach us by phone, at (212) 678-3161.

How does SPI address 21st century skills?

In addition to supporting fundamental skills like reading and writing, SPI projects support the development of 21st century skills, such as research, collaboration and communication, problem-solving, time management, and the use of technology.