Gratitude Isn’t Just for November: Two Simple Practices to Build It All Year

Practice 1: Build Daily Gratitude with What Went Well

What Went Well asks one simple question: What went well today, and why? Students name a positive moment, think about what made it happen, and consider how to create more moments like it.

The “why” is what makes it powerful. It helps students see their own role in good outcomes, which builds confidence and a sense of agency over time.

Try it in your classroom:

1. End-of-day circle. Before dismissal, each student shares one thing that went well. Model it first with your own example.
2. Transition check-in. After a hard transition, pause and ask, “What went well just now?” Even small wins count.
3. Picture What Went Well. Invite students to draw or choose a picture of their good moment instead of writing it.
4. Weekly reflection. On Fridays, students look back and list three things that went well that week.

Practice 2: Make Gratitude Letter Writing a Habit 

Gratitude Letter Writing is one of the original positive interventions studied by positive psychologists. Students write a thoughtful letter to someone who has made a difference in their lives, then deliver it, ideally in person. (For a full walk-through, plus picture-based and community letter options, see our previous post.)

Here’s what’s new: One letter is a great start, but research suggests that writing several letters over time can have even bigger effects. So, this year, think of gratitude letters as a habit, not a one-time event.

Try it in your classroom:

1. Let What Went Well point the way. Have students look back at their What Went Well reflections. Who helped make those good moments happen? That person is their next letter recipient.
2. Set a rhythm. Schedule one letter each month or each grading period, so students build a growing list of people they’ve thanked. Encourage students to widen the circle. Thank people they might not think of first: bus drivers, cafeteria staff, custodians, or a younger buddy.
3. Offer every format. Students can write, dictate, draw, build a picture scrapbook, or use a communication device. The message matters more than the method.

When the two skills work together, gratitude becomes a cycle. Students notice the good, recognize the people behind it, and tell them. That cycle strengthens relationships for both the writer and the recipient of the letter.

Free Resources for Year-Round Classroom Gratitude

We’ve built ready-to-use materials so you don’t have to start from scratch:

• Year-Round SEL Mega Bundle: Gratitude Activities | Autism-Friendly | IEP & BIP combines What Went Well and Gratitude Letter Writing. It includes reflection worksheets, sorting cards, a gratitude scavenger hunt, a Canva scrapbook project, and individualized education plan and behavior intervention plan recommendations.
• Gratitude for Classrooms Year-Round Bundle (Autism-Friendly) includes gratitude letter printables, a bulletin board activity, Thanksgiving scavenger hunts, and an end-of-year reflection template.

Adapting Gratitude Activities for Autistic Students and Students with Disabilities

Gratitude is for everyone, including autistic students and students with disabilities. Structured gratitude routines offer something extra. They create a predictable space to practice communication, perspective-taking and emotional awareness.

A few supports can go a long way:

• Use visuals. Picture cards and sorting activities, like Grateful/Not Grateful cards, make an abstract idea concrete.
• Honor every mode of communication. Speaking, writing, drawing, pointing, and AAC devices are all valid ways to share.
• Connect it to goals. Gratitude and What Went Well can support IEP and BIP goals in emotional regulation, communication, social skills and self-reflection.

Proof Positive’s resources are and will always be free. Be well!