Many children need a high sense of emotional safety when learning a cognitively demanding and complex process such as reading and writing, especially when something is challenging, perhaps a learning disability, cognitive processing deficit, or language disorder. Children who are bilingual or speak a variation of English (such as American Sign Language, Black Language, Boston or Brooklyn accents, Southern drawl, or Yooper dialect) learn that phonemes and syntax do not always transfer to or match the language presented in text. Too often, when children are “corrected” frequently, there may be a tendency to shut down. Their reluctance to read or write then becomes a family battleground. Restorative literacies can work toward developing safe spaces and building resiliency.