The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of "hurrying them along" but requires understanding of the particular barriers to writing for this group. We show how tailored interventions, with emphasis on professional development rather than the explicit demand for publications, may be a fruitful approach towards encouraging staff to write and publish.