No student should be denied access to good literature on the basis of language processing difficulties.

The Art of Loving Well anthology has proved unusually successful with students who have long records of academic failure for several significant reasons including the fact that the subject matter is so inherently interesting that students are spurred on to new levels of achievement .

During Loving Well teacher training workshops, teachers are coached on a variety of ways of making stories, essays, or poems accessible for their classes. Such suggestions include introducing a homework assignment by reading the first page or two as a teaser to motivate students' own reading or by posing specific questions to focus students' reading and reflections. At times a teacher may elect to describe the main characters and even reveal the basic plot and conflicts in advance of a homework assignment. And the selections are short enough for a teacher to read aloud in their entirety, if necessary.

Since one of the goals of The Loving Well Project is to promote a commitment to character education and a collaboration between schools and parents, whenever it is feasible, families can be encouraged to read the selections together.

Activities and assignments should be designed to accommodate a broad range of learning styles.

The Loving Well curriculum promotes not only the basic language arts skills of reading and writing but also speaking, listening, visual literacy, and critical thinking. Students who have been designated "at risk" often outshine even their honors level classmates who may not have had such a wealth of challenging life experiences or may not be as practiced or sophisticated in their reflections about relationships. Typically these "at risk" students are extremely comfortable and articulate in class discussions and particularly insightful in their writing. Also, many activities validate the important accomplishments of students with notable talents in music, drama, drawing, painting, photography, or design. All units and assignments can be broken into simple, manageable tasks and include many "hands on" activities.

Teacher workshops and the Art of Loving Well Teacher Guide are vehicles for teachers to share ways they individualize instruction and encourage cooperative learning. For example, students with a flair for dramatic reading might be encouraged to tape some of the selections as a learning aid for classmates who are dyslexic. Role playing or dramatic interpretations of the literature can be as simple or embellished as is deemed appropriate and create rich opportunities for the integration of a wide variety of talents. A Loving Well teacher, in articulating the goals of the program can validate a panoply of skills that extends far beyond those measured by Scholastic Aptitude Tests.

The most effective instruction capitalizes on a student's successes rather than failures.

The primary goal of The Loving Well Project is to enable adolescents to make healthy, happy, responsible, and productive decisions about the relationships in their own lives by helping them formulate positive models. One's sense of empowerment is directly proportional to his or her sense of accomplishment. Through their classroom and literary experiences adolescents can refine their understanding of the dynamics of relationships and the communication tools they need to cultivate intimate relationships with family, friends, and eventually mates. Positive reinforcement and recording of their growth helps them develop genuine self-confidence. Self-confidence cultivated in this way is of considerable value in enabling students to resist peer pressure.

Students of varied learning styles and abilities are uniquely responsive to the Loving Well curriculum, and such a positive experience with literature can be a turning point in their experience with the written word.