Abstract
Writing is both an essential academic skill and a critical social practice for civic participation, identity formation, and social justice advocacy. Yet national data consistently show that students with learning differences, particularly those from marginalized backgrounds, experience significant difficulties in writing, leaving them underprepared for postsecondary education and employment. Traditional writing instruction has focused heavily on cognitive processes, such as planning, revising, and text structure, with self-regulated strategy development (SRSD) emerging as an effective evidence-based framework. However, cognition-focused approaches often neglect writing's inherently social and cultural dimensions. This chapter reviews research on SRSD and other cognition-focused interventions, while also arguing for a sociocultural and critical literacy perspective that positions writing as a tool for equity and empowerment. We propose three recommendations: integrating writing across content areas to foster identity and community; incorporating Universal Design for Learning (UDL) principles to dismantle systemic barriers; and boosting motivation through culturally responsive, trauma-informed pedagogy.