b'Adolescenceisatimeoffoundationalidentityexplorationandhigh-level stress. In response, the art classroom can use visual storytelling as an empowering experience for students to develop a nuanced sense of self, claim personal agency, and entertain possibilities. By reimagining story through the theoretical lens of narrative inquiry, this article uses the authors own autoethnographic visual story as a model for art education practices that wish to promote narrative identity formation in students by considering the self as existing on a continuum constructed by the social, visual, and relational.TRENDS 202545'