PenPals Project Case Study
How one teacher’s idea to connect with students during remote learning grew into a statewide improvement strategy.
How one teacher’s idea to connect with students during remote learning grew into a statewide improvement strategy.
When a Rutherford County teacher sent handwritten postcards to five of her students, she couldn’t have predicted the ripple effect it would create. Her small idea became a model for building student connection, scaled and adapted by educators across North Carolina.
responded to the original PenPals pilot with mailed postcards, building deeper connection despite virtual barriers
who received letters in a scaled-up version showed increased classroom participation.
improved their academic performance by the next quarter after receiving personal letters.
Ashley Twitty, an early elementary teacher in Rutherford County, NC, launched the PenPals project during the COVID-19 pandemic to reach students who lacked internet access. She mailed engaging SEL-based postcards to five students on her academic watchlist. Her goal: show them they were seen and supported, even from afar.
THE GOAL
Strengthen student connection and engagement through low-tech, high-impact communication.
Ms. Twitty aimed to increase student belonging and participation by creating personal, tangible moments of connection
THE SOLUTION
Ms. Twitty assembled PenPal packets that included pre-addressed, stamped postcards and engaging, social-emotional prompts. Students drew how they felt or surveyed their families about favorite snacks and mailed their responses back. A simple tracker helped measure engagement. When four of the five students responded, Ms. Twitty expanded the strategy to more students.
Later, inspired by this work, Jennifer Darnell of Elizabeth City-Pasquotank Public Schools adapted the idea for her middle schoolers. She sent five handwritten letters each week, tracking behavior changes like eye contact, work submission, and conversation. Students began initiating contact, asking for help, and showing improvement in academic performance and participation.
A small act of connection sparked measurable change across classrooms.
10 students with failing grades showed academic improvement after receiving letters.
90% of letter recipients increased classroom engagement.
Ms. Twitty’s idea became part of Schools That Lead’s statewide menu of improvement strategies, proving that even low-tech solutions can create meaningful results. As more teachers personalize connection with students, engagement, belonging, and achievement continue to grow across NC schools.
