Children’s authors have a unique challenge. If you’re writing picture books, chapter books, or middle-grade novels, you have to thrill the kids who’ll be reading your book as well as the parents who pay for the books. Adults have the buying power. It’s the adults who see your Amazon ads, stumble across your website, or hear about your book on a podcast. 

If only there were a way to get in front of your target audience and speak to the kids directly. If only there were a way you could convince actual kids to buy your book. Well, there is! It’s called making school visits!

If you can get into schools as a visiting author, you could potentially sell dozens of books at a time to your ideal readers.

But how do you get invited to speak at schools? What do you do when you get there? 

I asked children’s author Becca Wierwille. She’s the award-winning author of the Road Trip Rescue and cohost of the book podcast for kids called Ice Cream with Authors.

How did you get started visiting schools?

Becca: I got started right after my first book was published by visiting the school where I used to teach. It was a natural transition. Before becoming an author, I taught kindergarten at that school for several years, so it was special. I think it was the same week my first book was published that I went back to that school.

My former kindergarten students were now in the 8 to 12-year-old age range, so they were able to read The Road Trip Rescue books. I chatted with them about the story and what it’s like to be an author. I answered their questions, read aloud from the story, and loved it. It brought together my love of teaching and spending time with my readers.

It’s much more enjoyable than other types of marketing, in my opinion. I’m able to be with my readers, see what they’re interested in, and hear their thoughts. That was my first visit, and from there I’ve enjoyed making school visits part of my main marketing strategy.

Thomas: So the first visit you kind of got for free by being a kindergarten teacher. You already knew the faculty, the students knew who you were, and they were the right age. But that’s only one school, and each school is an island unto itself. So how did you get the next school?

How did you reach out to schools where you didn’t have connections?

Becca: The first several schools I visited were places where I already had a connection. The school where I used to teach, some local schools that already knew me, or schools where I knew people involved. One of the schools was where my husband went.

I tried to take advantage of the schools I already knew first. I had a little more grace with those schools. You can make mistakes, practice, and learn. I also wasn’t charging for my early visits because I wanted to make sure I could practice in a safe place before offering a paid product.

That gave me testimonials, photos, and evidence that I had done visits before and knew what I was talking about. Then I had more to present to other schools.

In terms of reaching out beyond that, I looked for any possible connection. One school I’ve visited twice came from a friend whose cousin teaches there. My friend read the book and gave it to her cousin, who gave it to the principal. It was a few steps removed, but still a powerful connection compared to just sending a random email.

I do a lot of networking and also send a lot of cold emails. You send out a lot more emails than the number of visits you get, and that’s just the way it is. You hope to hear back from some, and only a few of those will be interested. But if author visits are a priority in your marketing strategy, it’s something to accept for the value they bring.

Thomas: There are a few things I want to underline. The first is looking for unfair advantages. A lot of people might think, “Well, I wasn’t a kindergarten teacher, so this doesn’t work for me.” That specific tactic may not, but consider whether you know anyone in the school system? Do you know someone on the school board or a teacher?

Those connections are important early on, as is charging nothing in the beginning. Professional speakers often advise charging more, which is great advice once you’re established. But when you’re just starting out, you need time to practice.

A good model here is stand-up comics. They charge big-ticket prices for major shows, but they also perform for free or cheap at comedy clubs to test their material. They try the same joke over and over until it’s perfect. That kind of practice is cheaper and lower stakes.

Eventually, you’ll want to charge a speaker fee. As you build referrals and get good photos, you can start charging. The photos are especially important.

Most people don’t know how to take a good photo of a public speaker. A great photo includes the crowd, but an even better one includes a happy crowd. That means getting in front of the crowd and shooting from behind the speaker to capture all the excited faces. That’s the kind of photo that helps you book more school visits.

What are the challenges of getting good photos at school visits?

Becca: One challenge with school visits is that not all schools allow photographs of students’ faces. Some schools have a “do not photograph” list, and if a student is on that list, they can’t appear in any photo.

A lot of the schools I work with prefer to show only the backs of students’ heads. If you look at my website, you’ll see I don’t have any faces for that reason. I visit a lot of smaller, private Christian schools, but even public schools need to be careful with the types of photos they share.

Thomas: That’s a good point, and it shows how little I speak at schools. Most adults are happy to have their faces shared, especially at author events.

Another thing you said that’s important is referrals. After a good school visit, ask for an endorsement. But also ask teachers, “Have you ever taught at any other schools?” or “Do you know someone at another school who might be interested?”

It’s great to get a recommendation, but it’s even better if Teacher Smith reaches out directly to Principal Jones at another school and says, “You’ve got to have Becca visit your students. They’ll love her.”

Becca: Absolutely. That networking is huge. I have an author flyer I hand out and say, “If you know anyone else who might be interested, please pass this along.” I also include my business card and a link to my website.

Most teachers are happy to share that if they’ve had a good experience. If the students enjoyed it, they want to help spread the word.

If I’m traveling for a school visit, I also ask the principal or librarian, “Are there any other schools nearby who might want a visit too?” If they have contact information, I can use that and even offer to waive or split the travel fee if I can book multiple visits in the same area.

How do you handle book sales at school visits?

Thomas: How do you handle book sales? I know some private schools will buy a book for every student. I imagine public schools don’t do that, so how does it work financially?

Becca: I have an order form that I send ahead of time to the school. Whoever I’m coordinating with, whether it’s the media specialist, librarian, or principal, prints the forms and sends them home with the students before my visit.

Students can order books in advance. I offer two options: I can personalize the books ahead of time and have them delivered to classrooms, or we can do a signing session at the school. The latter requires more coordination, so students can be sent to me to get their books signed.

I know other authors sell books after the visit, once students are excited and know who you are. That can lead to more sales. But since many of my visits are out of town, dealing with shipping would be a hassle. It’s better to handle it beforehand.

I also bring bookmarks for every student and explain how they can order a book afterward if they didn’t get one. I have seen follow-up sales from that. Students see others with books and want one too.

Thomas: So they take home the bookmark with a QR code, and mom says, “If you’ll read it, I’ll buy it.” She scans the code, and you make another sale.

That means the value of these visits goes beyond the speaking fee or number of books sold at the event. There are ripple effects. Friends of students may buy books later, and if enough kids read your book, it can become a trend in that school.

Suddenly, you’ve got kids having birthday parties themed around your book. Speaking of which, I just built a new tool for Novel Marketing Patrons called the Birthday Party Planner. You upload your book manuscript, pick the age group, and it creates a birthday party plan.

My wife used to plan parties around books, so I built it for us, and now authors can use it too. You could offer your party plan as a free resource on your book page.

Do recommendations help you secure more school visits?

Becca: That is such a fun idea. I love the birthday party planner, and I’ve definitely seen how word-of-mouth recommendations can be helpful. It can’t always be measured. Last weekend I had an event at a bookstore, and one of the kids who came brought her friend. She had seen me at her school, and she was excited. She wanted her friend to come and meet me, too.

Another school has had me back for a second visit, and I can see how it becomes part of the zeitgeist. They’re all excited and talking about it. They all want to read the next book. It’s almost like they’re claiming me as their author and have a personal stake in it, which is fun.

Thomas: At schools, the kids change every year, but the teachers don’t. There’s some turnover, but many of the same faculty and staff will be there two years later. That means you can go back to the same school over and over again if you create an event they enjoy.

How do you create a school visit that gets repeat invitations?

Thomas: How do you create an event where the principal says, “We need to get her back in two years for the next crop of sixth graders”?

Becca: I try to build unique appeal into each of my presentation options. For example, my Road Trip Rescue presentation features a main character who was born with one hand, like I was. That’s something unique about me. A lot of kids haven’t had the chance to meet someone with one hand, or at least not someone they could pepper with questions.

For that presentation, I bring my prosthetic arms and do a show-and-tell. I let them ask me any questions they have, and that creates a unique and memorable experience, in addition to learning about the story itself. My books also have dogs, which is always fun.

I love talking about being an author, and teachers and administrators appreciate that. They want to get their students excited about writing and storytelling, so it becomes something they can carry back into the classroom. I don’t just stand up and say, “My book is about a girl who goes on a road trip to find her dog,” and then read the book for the rest of the time. That would be boring and wouldn’t give the kids much to talk about afterward.

I try to give them unique angles and perspectives with each presentation. My second book, Road Trip Return, is an international adventure set in Guatemala. So we talk about international travel, I bring items from Guatemala that the kids can see, and we talk about where they’d like to go on an adventure. I also bring a little adventure journal that they can write in.

Coming up with something unique about your book that isn’t just about your book is helpful. Find some kind of teaching angle. When I was getting started, I looked at other authors’ websites to see what kinds of presentations they offered. Many authors list all their different options, and that gives you a sense of what’s working and what you might be able to implement.

Thomas: I love that. I have another tool to help with this called the Lesson Planner. You upload your manuscript, and it generates a full lesson plan around your book with classroom activities. A one-hour lecture won’t get you invited back. The more interactive and tangible your presentation, the better. Bringing props, especially ones kids can interact with, makes a huge difference. I don’t know if you let the kids touch the items from Guatemala, but that sort of thing is engaging.

Kids love animals. Bringing animals adds complexity with school policies, but it also increases interest. I saw a video of someone demonstrating that rattlesnakes aren’t dangerous in a public school. He released a rattlesnake in the cafeteria and picked it up to prove his point. I thought, “How did he get permission for that?”

Becca: We’ll see if he ever gets invited back after releasing a rattlesnake. I’m not so sure about that one.

Thomas: The faculty was definitely watching him closely. His whole point was that rattlesnakes aren’t dangerous. I’m not suggesting anyone bring a rattlesnake, but if you have a dog, especially one with a unique story, or any kind of interactive element, it can make your event special.

I also love the idea of studying other authors’ websites. Your book is different, so your presentation should be too, but it’s helpful to see how authors have pulled ideas from their own stories. Then you can find similar inspiration in your own.

How have your presentations evolved over time?

Thomas: The more school events you do, the more you probably hear the same questions from kids. Their questions can spark ideas for new presentations. You might even prepare an entire talk based on a theme you hadn’t considered but that clearly interests the kids.

Becca: You definitely get a lot of ideas from talking with the kids. You’ll get ideas for books, new presentations, or ways to adjust your current ones.

Maybe you notice a part where students seem less engaged. That’s where having interactivity throughout the whole presentation is so important. Don’t save the interaction for the Q&A at the end. Ask questions, have them raise their hands, stand up, or do something physical to keep them moving.

Younger kids can’t sit still for long. Depending on when you’re there, they might’ve just had lunch, come in from recess, or be a week away from spring break and feeling antsy. You need to keep them engaged so they’re not having to sit quietly for an hour.

Thomas: Earlier, I said don’t just read your book. But if your book is a picture book and you can read it in ten minutes or less, you absolutely should read it.

In fact, consider getting a special large classroom-sized copy printed just for school visits. It’ll cost a bit to have it printed, but it becomes a prop. Then you can sell regular-sized copies for students to take home.

Becca: I like the idea of having a giant copy of your book. Authors should definitely read their picture books. If you have a PowerPoint, you could also project the pages on the screen so kids in the back can see. That’s especially helpful if you’re presenting to a large assembly.

Even for chapter books or middle-grade novels, I like to read a small portion of the book, but usually for less than ten minutes.

How do you choose which part of your book to read?

Thomas: Do you always read the opening, or do you read a selection from deeper in the book? What do you pick to read?

Becca: It depends on which presentation I’m doing. For my basic Road Trip Rescue presentation, I read from the first chapter, but I don’t always read the full chapter. It depends on how the session is going.

If I can tell the kids are antsy or having trouble sitting still, I’ll read a shorter section. If we’ve had a lot of interaction and discussion, I may not read as much because we’ve run short on time. The read-aloud portion gives me some flexibility in that I don’t have to rush through other parts of the presentation. I can let the kids interact and then read what we have time for. It’s helpful to have a cushion like that to make it longer or shorter depending on the situation.

Thomas: That’s a solid piece of public speaking advice. You need to read the room. When we were brand-new parents, someone advised us, “Don’t take a child away from something they are enjoying to do something they might enjoy.”

That’s been helpful. If your kid is happily playing with Legos, don’t pull them away just because you want them to play with toy cars. They might not enjoy the cars, and now they’re not enjoying either activity and just want you to hold them.

If a discussion with the kids is going well, let it go longer. Knowing when to cut things short or keep going takes practice. You need to learn the difference between normal fidgeting and the “we’re ready to move on” fidgeting. If you’re not used to being around kids, that can be hard to judge.

Becca: That might be another unfair advantage for me. As a former kindergarten teacher, I have a high tolerance for fidgeting. It doesn’t bother me.

Kids shifting in their seats or making noise doesn’t mean they’re disengaged. The better indicators are whether they are looking at you. Observe the following:

• Are they making eye contact?
• Are kids whispering to their friends about something unrelated?
• Are students asking questions?
• Are hands raised?
• Are kids eager to participate?

Elementary students are usually easier to engage and more excited than middle schoolers. It depends on the school and its culture.

That’s why, even if you have a set presentation, you should never expect it to go exactly the same way every time. Every visit feels different in practice.

Thomas: That’s what makes it fun and challenging.

When is the best time to contact schools?

Thomas: Let’s talk a little about timing. When do you start reaching out to schools? When is the golden window? Sometimes schools say, “We’d love to have you, but we’ve already spent our speaking budget for the year.” What’s the ideal time of year to send your pitches?

Becca: It depends on the school and how the administrators operate. I was just talking to a friend who’s an elementary school principal, and I asked her when she would most want to hear from authors.

She said, “Toward the end of the previous school year, around April or May.” That’s when they’re wrapping up the current year and starting to think ahead to the next one. They still have funds available, they’re looking at their overall schedule, and they’re planning with the big picture in mind.

That timing is ideal. Contacting schools in summer can still work, but it depends on the school. Some administrators are busy in the summer, especially once August hits and they’re prepping for the fall.

That said, I don’t think it hurts to reach out throughout the year either. Realistically, I don’t always have a whole month to dedicate to pitching schools. I try to target that April–May window, but I’ll also reach out as opportunities arise. If I know I’ll be traveling to a certain area, I may contact schools in the area.

Sometimes I get responses like, “We don’t have any funds left” or “We already have something scheduled,” but they might still say, “Could you reach out again next year?” or “Try us in September.” I reached out to a school last month, and they asked me to follow up in September. I made a note in my spreadsheet to do that.

Do avoid the beginning of the school year and the Christmas season. Those are the two times I would not contact schools.

Thomas: That’s interesting. You’d think September would be the perfect time to reach out since it’s the start of the school year, and everyone’s planning. But it turns out they’re usually swamped.

One trick I learned early in my speaking career is, if someone gives you a soft rejection like, “We’re full this year,” say, “I totally understand. I’ll follow up next year. But if anyone drops out and you need a last-minute replacement, let me know.”

Obviously, this only works if you’re local. Don’t promise to drive across the state. Many of my first speaking gigs happened with a few hours notice. A speaker didn’t show, and I was asked to fill in.

In some cases, it was more like, “We didn’t want you to speak, but you’re better than nothing.” One time, I was at South by Southwest, when a speaker didn’t show up, so they let someone from the audience step in, and I volunteered. Another attendee and I led a group discussion in a room full of experts. It ended up being a great session, but I had no notice. I came in expecting to be in the audience, not on stage.

Being willing and ready to give a talk with no notice can open surprising doors. Maybe the school had booked someone with dogs that do tricks, but he got the flu and canceled. Now the kids are all excited for an event, and the school doesn’t want to disappoint them. They see you wrote a book about a dog, and suddenly, you’re the best available option.

What should authors prepare before their first school presentation?

Becca: On that note, I would also say, if you haven’t done any presentations yet and you’re offering that as a possibility, then be ready physically, mentally, and logistically. Have your presentation fully prepared. Know what you’re going to say. Have any technology or materials you plan to use ready to go.

At the same time, don’t rely too heavily on your technology. If your presentation is on PowerPoint, you never know when you’ll have a tech issue at a school. It’s happened to me before. The PowerPoint didn’t work, and I had to give half the presentation without it.

So always have a backup and make sure your presentation is still engaging without the visuals. Don’t let your PowerPoint be your only engaging element.

Thomas: If you use PowerPoint, don’t use bullet points. It’s hard to keep adults engaged with bullet points and even more so for children. PowerPoint is for images, graphics, and maybe a few words. If you have a heading and bullet points, you’ve already lost them. At that point, the PowerPoint failing might be a mercy.

Becca: I use a heading and a little text, but the image is definitely the focus. I haven’t noticed kids being disengaged because of it, though it would be interesting to experiment. Maybe I should have the image on screen and remove the text altogether.

Thomas: Or make each bullet its own slide. That way, you have more images and can move at a faster pace. If you have a slide you normally spend a minute on with three bullet points, split it into three slides, each with its own image, and spend 20 seconds on each. You’re saying the same thing, but visually it’s moving faster.

That gets closer to the pace kids are used to on TV, where there’s a cut every four seconds. You don’t have to match that exactly, but staying on a single slide for too long can cause the wiggles in children and adults.

Becca: You don’t want to stay on a slide too long because then they’re just wondering what’s next. They want the image to move forward.

Speaking of moving through the presentation, I recommend using a wireless clicker. If you have a lot of slides, or even a few, and you’re walking around engaging with students, it’s helpful to be able to advance the slides on your own. Then you don’t have to go back to your laptop or rely on someone else to advance the slides.

If you’re advancing slides every 20 seconds or so, interrupting yourself to say “next slide” is just annoying. A wireless clicker makes the whole presentation smoother.

Thomas: They’re not expensive, and it improves the experience for the audience. You owe it to them.

How do you approach public school visits?

Thomas: I know you speak to a lot of different groups. Let’s talk about the differences between public schools, private schools, and homeschool groups.

Public schools tend to have the biggest budgets. I remember being flabbergasted by how much more money a public school in Texas had compared to a homeschool co-op. It’s night and day.

So how do you approach public schools?

Becca: Public schools have been a little more challenging for me as a Christian author. It depends on the area, the administration, and how willing they are to have a Christian author visit.

In my initial outreach to public schools, I usually make it clear upfront that I am a Christian author. I’m not hiding that. But when I present at a public school, I don’t bring faith into the presentation itself. Yes, faith is in my books, but I’m not giving a sermon. We’re talking about writing, storytelling, and what it’s like to be an author.

In Ohio, where my husband’s family is from, I’ve had a lot of success with public schools, especially in rural areas. They don’t seem bothered by the Christian element. In fact, many were excited to host a Christian author and even wanted to talk about it during the presentation.

But in other areas, especially my local area, unless the librarian or media specialist is a Christian themselves, they’re probably going to be hesitant to have me in.

Thomas: It’s unfortunate that there’s that anti-Christian bias. Legally, there’s no issue with you presenting in a public school, but culturally, there can be hostility to navigate.

You don’t face that same resistance in private schools, which is one of the reasons many Christian families choose private or homeschool options.

How do you approach private schools?

Becca: With private schools, I sometimes get to present in chapel. I’ve done chapel presentations that are more like mini-sermons or devotional messages, followed by a discussion of the book. It’s a different type of presentation.

When I reach out to a private school, I don’t have to worry about them objecting to the Christian content in my books. Sometimes they want to know more about my theological background. In those cases, I point them to the statement of faith on my website. That gives them more helpful context than just knowing my denomination.

Some schools want to know what kind of content will be presented, especially when bringing in someone from outside. So I’ve encountered a little of that, but it’s mostly about transparency.

Thomas: “What kind of Christian are you?” is a totally different kind of challenge and one I imagine you also face with homeschool groups. Do you speak to homeschool audiences much?

How do you approach homeschool groups?

Becca: I’ve done a few virtual visits with homeschool groups, and they’ve been a lot of fun. I have one presentation called “Behind the Scenes of Storytelling” that I’ve done at homeschool conventions and with small virtual groups. It includes a writing exercise, and the kids get to share their work. It works well in that format.

Private schools and homeschool groups don’t have nearly the budgets that public schools have. I do list standard rates on my website for author visits, but I don’t hold homeschool groups and private schools to those rates. I’m willing to negotiate based on their budgets, and I state that on my site.

The reality is that most private Christian schools and homeschool groups can’t afford the full rate. Paying for it would stretch their budget significantly.

Thomas: One of the big misconceptions about homeschoolers is that they sit around the dining table doing school all day, but that’s not what homeschooling looks like for most families.

There are co-ops, one-day academies, and what are called “university model schools,” which are hybrids between traditional schools and homeschooling. Students go to class a few days a week and learn at home the rest of the time.

But homeschoolers don’t have much funding. In most states, they don’t get any government support, even though they still pay taxes. Many families are single-income households, so their discretionary income is limited.

That said, there’s a whole world of homeschool co-ops out there, and many of them are closer than you’d expect. These groups are often eager to host an author who is just getting started, especially if the price is right. It’s a great place to practice your material, test your jokes, and get a feel for your presentation.

Becca: It comes back to connections. If you know a homeschooling family, ask them what co-op they’re part of. Do they attend any regular group that might be interested in having an author visit?

Just like with private schools, homeschool groups want to know who you are. They don’t want to invite a random person to speak to their kids. They want to know you’re trustworthy and that you know what you’re talking about. Having personal connections helps.

What should your website include about author visits?

Thomas: I’ve pulled up your website, and I love your Author Visits page. You link to it in your menu.

You’ve got great photos like the one with all the kids raising their hands while you’re presenting. It shows audience engagement and that the kids are having a good time. Even though we can’t see their faces, we can tell they’re smiling.

You also have a video of you presenting, which is good. I always want to see a video before booking a speaker. It helps to know they can put words together and gives me a sense of how articulate they are. You have a great example of a speaking page.

Becca: It’s nice to have a page that serves as a one-stop shop. I’ve put all my author visit-related videos there, along with photos, testimonials, and a link for administrators or teachers to schedule a visit directly. That link opens a Google Form that collects key information I need, including contact info, what kind of visit they’re interested in, and any budget concerns.

The goal is to eliminate a ton of back-and-forth emails like “What do you offer?” Of course, there will still be some of that, but I try to make the process as simple as possible. Educators are busy, and they don’t want to spend time navigating and piecing together what you offer. I try to lay it all out clearly in one place and make scheduling easy.

Thomas: When you’re first starting out, this doesn’t seem like a big problem. You’re so excited for your first few gigs, you don’t mind emailing back and forth. But when you’re dealing with three principals at the same time, one asking for your headshot, another scheduling logistics, it’s easy to mix things up.

One time, I accidentally double-booked myself. I had an all-day seminar in Dallas and a four-day conference in California. I ended up flying from Austin to California, back to Dallas, back to California, and then home again to Austin. That’s when I realized I needed a better system. That never would’ve happened if I had been using a tool like Calendly.

Another advantage of having everything on one page is that when you’re emailing with a principal, you can just say, “Here’s my author page,” and send a single URL that answers all their questions or links them to the answers. Instead of saying, “Here’s my YouTube for videos,” “Here’s my photos page,” and so on. A busy principal doesn’t want a scavenger hunt; they want everything in one place.

Becca: Having it all in one spot that’s easy to navigate is so helpful. I also have a flyer available for download if someone wants a printable version with all the information.

I also have email templates saved. One is for reaching out to a school, and I modify the sections depending on who I’m contacting. I focus that first email on the connection I have with the school and why I think it’s a good fit. It’s similar to pitching agents when you’re seeking a traditional publisher. You want to make a personal connection and not seem like you’re copying and pasting the same email everywhere. Even if you are using a template, personalizing it matters.

I also have templates for replying to initial inquiries, emails to send a month out from a visit, two weeks out, the day before, and so on. These help me stay organized and avoid writing the same messages repeatedly.

How can authors stay organized with school visits?

Thomas: In the beginning, everything feels custom and new. But you can start building your own system by saving the emails you send. The message you send to your first principal becomes the template for the next one. By the time you’re emailing the fifth principal, you’ve got it mostly dialed in. Then you can pull it into a document and know exactly which parts to customize.

Rewriting every email from scratch creates a lot of unnecessary work. Suddenly, you want an assistant, which raises your overhead and then raises your fees. But you can be your own assistant if you have good systematization.

To learn more about productivity and systemization, check out the following episodes:

• Productivity Tips for Authors With Joanna Penn
• Why Your Book is Still Unfinished
• Software Guide for Authors
• AI for Authors – The Good, Bad, and Ugly
• How to Take Charge of Your Author Career

Becca: I do the same thing after visits, too. There are a lot of post-visit tasks. If I’ve sold books, I need to track sales. If parents signed up for my email list through the order form, I must add those emails. I like to send a thank-you message to the librarian or administrator who scheduled the visit, so I keep a checklist for all of that, so I don’t forget anything.

How often should you follow up with schools?

Thomas: Do you set a schedule for following up in a year or two? What’s a good frequency to reach back out and say, “Thanks for having me in 2023. Can I come back?” or “Here are my new talks.”

Becca: I don’t have a set follow-up schedule right now, but I like the idea of reaching out a year later or at the end of the following school year. That way, you give time for the student body to change, and you probably have new material to offer.

It also depends on how many schools you visit and how you want to rotate them. I’ve done repeat visits from one year to the next, and those went well. I don’t think there’s anything wrong with doing consecutive years, but I probably wouldn’t go back three or four years in a row. A little space between visits is good.

Thomas: The more books and topics you have, the easier it is to return every year. But if you’re giving the same talk every year with one book, it can get a bit stale, especially for the faculty who are standing in the back thinking, “We’ve heard this for five years in a row.”

Of course, some talks are fine to repeat every year, like when the fire department comes to talk about stop, drop, and roll. But even then, it’s usually a different firefighter presenting.

The main thing is to keep it fun. If the kids and administrators are having fun, they’ll want you to come back. School visits can be a great source of revenue for book sales and as a speaker. Some people don’t have books but make a full-time living doing school presentations.

Can authors help with school fundraising?

Thomas: One thing we haven’t touched on is helping schools raise funds. That’s another opportunity for authors. Schools are always looking for creative fundraising help.

You could integrate with a fundraiser. You might suggest that everyone who buys $50 of popcorn gets a free ebook. It’s a different angle and a different staff member to talk to, but it can be surprisingly lucrative if you figure it out.

Becca: I haven’t done that yet, but if I ever get into it, I’ll let you know.

Public schools often have an established pattern of inviting an author every year. In that case, they might want a different author each time. But a private Christian school might want to adopt you as “their author.”

If you’re willing to help with fundraising or be part of other school activities, that gives them even more reason to invite you back every year and keep up with what’s new in your offerings.

How should an author prepare for their first school visit?

Becca: First, practice. I know that seems a little basic, but it’s essential. Have your materials ready. Prepare your visual aids. Make sure everything you plan to use is organized, and practice presenting with or without those tools. You don’t want to rely too much on a prop or technology.

If you’re feeling nervous, practice in front of a small group of kids. Maybe it’s your own kids or neighbor kids. It’s a lot less intimidating than standing in front of a couple hundred students. See if the kids are engaged while you practice. Pay attention to what holds their attention and what might need adjusting.

On the day of the visit, leave early. Give yourself plenty of time so you’re not stressed about traffic or finding parking. Ask your school contact where to park and what time to arrive, especially if you’re scheduled for the start of the school day. Find out if you’ll be arriving during bus traffic or when parents are dropping kids off. Take care of all those logistical details in advance so you can focus on relaxing and enjoying the visit.

Remember that these kids are going to be excited to meet you. Meeting an author is a big deal for them. I still remember the author visits I got to attend as a kid. It was special and out of the ordinary.

You’re giving them a break from their regular school routine. This is a big event for them. So try to relax and have fun with it. I know that’s easier said than done, but it does help to keep that in mind.

Thomas: I still remember the first real author I met. He was a guy at our church selling copies of his book, and it was a big deal. Don’t forget what that’s like.

In the author world, the magic can wear off because we’re surrounded by authors. But for a child, especially one who’s been reading books or having them read aloud, there’s still a real magic in it.

What encouragement do you have for an author preparing for their first school visit?

Becca: You could truly make a difference in a kid’s life just by showing up.

I still remember meeting authors as a child. I never thought becoming an author was something I could do. Many kids love to write, but they can’t imagine a world where they could be an author.

But when they see you and realize authors are real people they can talk to, they could be inspired to write their own stories. Some might even want to share those stories with you. Something from your visit might stick with them for years to come.

Keep in mind that many of us write books to impact our readers’ lives. Visiting schools gives you another powerful way to connect with and inspire young readers in person.

Connect with Becca Wierwille

• BeccaWierwille.com
• Fiction Revision Course
• Ice Cream with Authors Podcast for Kids

Featured Patrons

Karen Dorsey author of Beach Beatitudes: Forty Seaside Encounters with the God of Rest and Restoration  Discover God’s healing love and transformative power in “Beach Beatitudes,” where each seaside story renews your spirit and invigorates your faith.

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