Georgia’s public elementary schools are preparing to implement a significant curriculum change that will affect thousands of students across the state beginning with the 2025-2026 academic year. The Georgia Department of Education has announced a policy shift that resurrects an educational practice many parents assumed had been permanently abandoned in favor of modern digital learning approaches.
The decision represents part of a broader transformation in the state’s educational priorities, signaling a return to traditional instructional methods that were once considered essential components of elementary education. This change will directly impact students in grades three through five, requiring educators to incorporate previously eliminated instruction back into their daily teaching routines.
Traditional skill returns to classroom instruction
The state education department has mandated the reintroduction of cursive writing instruction throughout Georgia’s public elementary schools. This handwriting method, which involves connecting letters in flowing script, had been largely phased out of many school systems as educational priorities shifted toward technology-focused learning environments.
Beginning as early as July or August 2025, students will receive formal instruction in cursive writing as part of the English Language Arts standards curriculum. The Georgia Department of Education has already begun distributing guidance materials to families, explaining the educational rationale behind this curricular addition.
The instruction will focus primarily on third-grade students who will learn fundamental cursive reading and writing skills. As these students advance through fourth and fifth grades, they will continue developing their cursive proficiency through regular practice sessions designed to build automaticity and fluency in this handwriting style.
Educational benefits drive policy decision
State education officials emphasize that the primary goal extends far beyond achieving aesthetically pleasing penmanship. The instruction aims to help students develop automatic letter and word formation skills that free up cognitive resources for higher-level thinking and creative expression during writing tasks.
Educational research supporting the decision indicates that cursive handwriting provides several advantages over traditional printing methods. The connected letter formation typically allows for faster writing speeds, which can enhance overall writing fluency and support improved spelling accuracy through muscle memory development.
The fine motor skill development associated with cursive writing also contributes to enhanced working memory capabilities. When students achieve automaticity in letter formation, they can dedicate more mental energy to organizing thoughts, developing ideas, and expressing complex concepts in their written work rather than focusing on the mechanical aspects of forming individual letters.
Implementation guidelines and teaching methods
The Georgia Department of Education has provided specific recommendations for schools implementing the new cursive instruction requirements. Educational institutions can choose between two established cursive writing methodologies: the Zaner-Bloser system or the D’Nealian approach, both of which offer structured progression from basic letter formation to advanced writing fluency.
The Zaner-Bloser method emphasizes upright letter positioning and maintains clear distinctions between manuscript printing and cursive writing styles. This approach typically involves teaching students to print first, then transitioning to cursive formation as a separate skill set with distinct letter shapes and connections.
The D’Nealian system employs a different instructional philosophy, using slanted letters for both manuscript and cursive instruction. This method creates smoother transitions between printing and cursive writing by maintaining consistent letter slants and similar formation patterns across both handwriting styles.
Policy context and educational landscape changes
The cursive writing mandate occurs alongside other significant educational policy modifications throughout Georgia’s public school system. The state legislature has recently eliminated diversity, equity, and inclusion programs from school curricula, aligning with broader national trends toward traditional educational approaches.
These simultaneous policy changes reflect shifting priorities within Georgia’s educational leadership, emphasizing fundamental academic skills while reducing focus on certain contemporary educational initiatives. The combination of traditional skill restoration and program elimination suggests a comprehensive reevaluation of educational priorities at the state level.
The timing of these changes coincides with ongoing national debates about educational effectiveness and appropriate curriculum content, positioning Georgia among states choosing to emphasize traditional instructional methods over more recently adopted educational approaches.
