The purpose of this study is to examine the writing of elementary, middle, and high school students with health disabilities. To this end, I analyzed a total of 195 writings by students from 2011 to 2018. A number of text types were found that can be classified as “illness narratives.” My analysis indicates that the conclusions of the illness narratives can frequently be characterized by hopeful. I analyzed how these hopeful conclusions were constructed in illness narratives at each grade level. Based on the results of the analysis, I suggest that the experience of the illness narrative has educational value as a language activity to elementary, middle, and high school students with health disorders. I explain what social meaning is expressed in these narratives.