Through a sociocultural theoretical perspective, this mixed-methods study examines four lines of inquiry related to writing within school spaces. First, the notion of unhindered writing is conceptualized through an in-depth review of empirical studies illuminating elements that young writers employ. Next, based on the elements of unhindered writing, a nationally disseminated survey completed by 250 elementary teachers confirms the existence of unhindered writing occurring in school spaces. Adding texture to this notion of writing, interviews with elementary teachers depict examples of unhindered writing in school spaces and reveal the transformative potential to writers and writing audiences. Finally, the findings showcase how elementary teachers might support unhindered writing within school spaces. This dissertation advocates for future studies of supportive contexts in schools, reaching a greater diversity of participants, to provide a more complex and useful picture of what it means to practice unhindered writing and, in turn, what that means for developing more transformative experiences for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]