Language is one of the first and most consistent ways we communicate our classroom culture. Years of research affirm what many of us know intuitively: students who feel like they belong in a classroom are more engaged, more likely to persist through challenges, and ultimately more likely to succeed; conversely, students who find themselves in an exclusionary environment, even if the slights against them are unintended, face additional barriers to learning (Taft & Clinton, 2022). While actions often speak louder than words, the words students encounter on a screen—whether in a syllabus, on a D2L site, or in a welcome email—are often their first impression of an instructor, and in some courses, these written messages may be the only impression students ever receive. Inclusive language and social belonging are not just niceties—they are best practices for student-centered learning.
Starting Strategies
To make your written materials more welcoming, start with easy wins. One small but impactful change is to use first- and second-person language, which helps make your tone feel more conversational and inviting. For instance, saying “You’re welcome to email me with any questions” feels more approachable and supportive than the more formal “Any questions about this assignment should be submitted by email.” While some may worry that this less formal style could affect how students perceive your competence as their instructor, so far no evidence has been found that a tone shift negatively impacts those perceptions (Denton & Veloso, 2017).
Another impactful strategy is to go beyond the required statements to introduce campus resources to students. While the Provost’s Office provides boilerplate about resources like the Office of Educational Accessibility and the Center for Trans & Queer Advocacy, adding a personal mention of these resources in your own voice can make a big difference to students: it shows that you’re not just complying with a requirement—you’re genuinely aware of and supportive of the diverse needs your students may bring into the classroom. This small gesture communicates a powerful message: you belong here, and I’m expecting students like you to be part of this learning community.
These choices may seem subtle, but they can significantly influence how students perceive their place in your course—and their confidence in reaching out for help when they need it.
Thinking Ahead
As you work to use more inclusive language, you might notice something interesting: terms that were once considered progressive or respectful may no longer feel that way. Enter the euphemism treadmill, a term coined by psychologist Steven Pinker to describe how words introduced to replace outdated or offensive terms can, over time, themselves become tainted by negative associations and require replacement.
For example, terms like “mentally retarded” were once clinical and neutral, then became stigmatized and replaced by “developmentally delayed” or “intellectually disabled.” The treadmill keeps moving—not because people are being overly sensitive, but because language reflects evolving cultural awareness and attitudes.
Understanding the euphemism treadmill can help us avoid defensiveness when language shifts. It’s not about chasing political correctness; it’s about remaining responsive and respectful to how our students identify and how society evolves. If you’re in doubt as to how to write about something politely, the APA has regularly-updated bias-free language & inclusive language guidelines that you can reference, but far more important than making sure every word you might use is fully up-to-date is the much easier task of keeping an open mind and a positive attitude.
