Words can be a bridge or a barrier to a student’s
successful school experience. How teachers and administrators use words to
describe the lived experience of their students, families, community members,
and culture can invite a student into a dialogue, push them out, or ignore them
entirely. Inclusive language is an invitation and is about more than just words
– it is about respect, creating space for students to succeed, and recognizing
the unique needs of each student. However, changing the way we communicate can
be challenging - it requires thoughtfulness and intentionality. We probably
don’t realize that many of the words, examples, and practices we use perpetuate
bias, bigotry and, therefore, bullying. Communicating in an inclusive way
requires patience of oneself and others and we must learn to think and speak
differently by challenging our own norms of communicating and use of language.
This advancement is essential if we aim to provide equity in teaching and
learning.
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© kmiragaya/123RF Stock Photo
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The term “inclusive”, when used to modify “education”,
addresses the need to provide instruction that is representative of all
populations including, but not limited to, people of different races and
ethnicities, cultural or religious values, genders, sexual orientations,
disabilities, gender identities, or gender expressions. While people who
identify with any one or more of these groups are protected by our state’s
anti-discrimination laws, they are often underrepresented or invisible during
instruction. Inclusive instruction ensures that each student has access to
education that is equitable and representative.
What does inclusive language look like? It includes the use of the word “partner” rather
than boyfriend or girlfriend; the phrase “he, she or they” rather than the use
of one assumed gender pronoun; words like “if” rather than “when” in reference
to marriage or having children; parent or caregiver instead of mother or father;
examples of historical figures in social studies that represent diversity of
gender, sexual orientation, religious values, disability, and gender. The use
of inclusive language recognizes the wide range of expressions that are
possible at different points in one’s life, helps challenge limiting and
potentially harmful stereotypes, and encourages students to consider viewpoints
and experiences beyond their own. It
expands rather than limits the possibilities for students and for education,
and it suggests openness rather than restriction. There is no negative consequence
to students when this shift in practice is made – only a benefit to more
students.
All students deserve to learn about all subjects in
settings that are safe and supportive. No one deserves to be bullied. We know that LGBTQ students experience a
highly disproportionate rate of bullying. In Washington, according to GLSEN’s 2013
National School Climate Survey, the vast majority of LGBT students
regularly heard anti-LGBT remarks, and most had been victimized at school. In these instances, inclusivity not only improves
the learning experience, it decreases health disparities. The Human Rights
Campaign, in a recent “call
to action,” addresses the specific needs of Lesbian, Gay, Bisexual,
Transgender, and Queer (LGBTQ) youth related to sexual health education:
For LGBTQ youth to experience comparable health benefits to their non-LGBTQ peers, sex education programs must be LGBTQ-inclusive. Inclusive programs are those that help youth understand gender identity and sexual orientation with age-appropriate and medically accurate information; incorporate positive examples of LGBTQ individuals, romantic relationships and families; emphasize the need for protection during sex for people of all identities; and dispel common myths and stereotypes about behavior and identity.
How
can the use of inclusive language reduce bullying?
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Using
inclusive language is a critical component of creating a safe and supportive
school environment for all students and staff.
Building and classroom conversations about the importance of language
should be regular and on-going, as a way to support staff and students in
developing a new, common vocabulary and approach to communication.
·
Observing
teachers, staff and students using inclusive language reinforces its importance
and its impact. It helps create expectations
for student behavior and helps everyone in the school community develop competence
as they try out new ways of communicating ideas and feelings.
·
Hearing
inclusive language helps vulnerable students feel safe and respected. In addition to seeing real-time application
of the values expressed in most school policies and procedures, it lets
students know it’s safe to report or intervene when abusive or harassing
language is used. Knowing that adults
and peers care enough to change their language provides students with the
confidence to challenge hurtful and harmful interactions.
It’s not enough to limit
derogatory language, although that should be a goal in all schools. If we truly want to reduce bullying and
increase school safety and equity, we all must commit to examining and changing
our own use of language and move toward including every student in a positive
way. We need to be willing to intervene
when we hear hurtful language being used, but more importantly, to move toward
communication that brings us together and helps each member of the school
community feel recognized and valued for exactly who they are as individuals. This
could make all the difference – to one or one thousand of your students.
Laurie Dils,
Program Supervisor for Sexual Health
Education
OSPI
Marissa Rathbone
Program Supervisor for Health and
Physical Education
OSPI
