Addressing a Group

Instead of: “Guys” or “Boys and girls.” ———— Try: “Everyone” or “Folks” or “Class” or “Students” or “Friends”

• Using gender-neutral collective terms helps ensure no one is excluded or misgendered and signals that everyone belongs in the space.

Learning and Ability

Instead of: “Low-functioning / high-functioning” or “Normal students” or “Struggling student” ———— Try: “Student with support needs” or “General education students” or “Student who is learning this skill”

• This language avoids labeling students by perceived ability and instead recognizes learning as variable, contextual, and supported.

Behavior and Discipline

Instead of: “What’s wrong with you?” or stating “You’re being disruptive.” ———— Try: “What do you need right now?” or “Let’s find a way to help you rejoin the activity.”

• Reframing behavior as a need rather than a problem promotes regulation, trust, and re-engagement instead of shame or punishment.

Effort, Growth and Feedback

Instead of: “This is easy.” or “You should know this by now.” — — — — Try: “This might be new for some of us.” or “Let’s walk through it together.”

• This wording normalizes learning curves and reduces anxiety by affirming that growth happens at different paces.

Identity and Respect

Instead of asking “Preferred pronouns” or saying “That’s weird.” — — — — Try: “Pronouns” or “That’s different from what I’m used to.”

• Using neutral, nonjudgmental language respects self-expression and avoids positioning difference as something abnormal or negative.

Family and Home Life

Instead of: “Tell your mom and dad” or “Parents must sign this.” — — — — Try:“Share this with a trusted adult at home” or “A caregiver signature is needed”

• This phrasing acknowledges diverse family structures and avoids assuming all students have the same home dynamics.

Mental Health and Emotions

Instead of: “Calm down.” or “You’re overreacting.” — — — — Try: “I see you’re upset.” or “Let’s take a moment together.”

• Validating emotions supports emotional safety and helps individuals feel seen rather than dismissed.

Accessibility and Participation

Instead of: “Everyone must present out loud.” or “Just read what we are going to do.” — — — — Try: “You can present in a way that works for you.” or “You may listen, read, or follow along.”

• Offering multiple ways to participate reduces barriers and allows individuals to engage using their strengths.

Classroom Norms and Expectations 

Instead of: “Sit still.” or “Use your inside voice.” — — — — Try: “Find a position that helps you focus.” or “Let’s choose a volume that works for this space.”

• This language focuses on self-regulation and shared responsibility rather than control or compliance.

Mistakes and Learning 

Instead of: “That’s wrong.” or  “No, not like that.” — — — — Try: “Let’s try another approach.” or “You’re on the right track.”

• Responding to mistakes as part of the learning process encourages persistence and creative problem-solving.