Young children start out loving to scribble and write. They write in sand, on walls, and in soapy bathtubs. They write with crayons, markers, pens, pencils, and their pointer fingers. And they write with glee for all to see and read, placing their work on the refrigerator door with a magnet. But often, enthusiasm for writing falters after children start school when they must learn about spelling, punctuation, sentence and paragraph structure, genre, and style. Writing is one of the most cognitively demanding tasks humans do to their brains. Writing, unlike speaking and listening, is a “recent” invention in the grand scheme of human evolution. Writing is more than a vehicle for communication; it is a vehicle for learning about our world and ourselves. Writing impels us to make connections, organize our thoughts, and think them through with sequence and logic. Not only writing is a cognitively demanding task, it is an emotionally vulnerable activity. Yet, we are in a pivotal time when people, especially young people, need to be heard. Restorative literacies can explore ways to bring back the desire for expression in multiple forms.