Research and academic writing are increasingly difficult to prioritise in Higher Education. Academic writing retreats are growing in popularity as means to help academics to write. However, while they have been shown to enhance productivity their potential as wellbeing interventions has received less attention. We explore the experiences of UK-based academic participants in a structured writing programme through a structured questionnaire and in-depth interviews. Our findings suggest that writing retreats can positively impact on both hedonic and eudaimonic wellbeing. They may help mediate wellbeing threats, such as isolation, the conflict of work priorities and other pressures associated with academic research and time pressures. The opportunity to privilege writing provided our academic participants with positive benefits, yet we conclude that these effects do not endure if interventions are not maintained.