An Educator's Guide to Using Inclusive Communication within the Classroom

Use affirmative language

For example, when introducing a new student to the classroom;

Say: 'Hi Jordan! Before I introduce you to the classroom, what are your pronouns?'

Instead of: 'This is Jordan, she's our new student'. 

Asking someone's preferred pronouns reduces the risk of misgendering them as a result of making an assumption merely based on their appearance. 

Do not make assumptions

For example, if students are completing an activity that requires them to share details about their families; 

Say: 'Alice, what do your parents do for work?'

Instead of: 'Alice, what do your Mum and Dad do?'

Such language ensures that students feel like the uniqueness of their family is acknowledged and respected by their teachers. 

Using language that implies an assumption that all families have heterosexual or biologically related parents can make students feel isolated, alienated and disrespected. 

Ensure competence in language 

For example, if you are a school counsellor and you are assisting a student who you believe is having relationship issues,

Say: 'Have you had some recent problems with your boyfriend, Ben? Has there been any violence at home?'

Instead of: 'Have you been having some problems in your relationship? With a man? I thought you were seeing a woman last time you came in. I don't know what you call him'. 

Competence with language means conveying comfort when using correct terms. Discomfort discussing LGBTQIA+ intimate relationships can demonstrate unease, creating a barrier to safe support. 

Multilingual terminology