How Small Changes in Classroom Language Can Make Big Equity Impacts

In classrooms around the world, educators strive to create inclusive and equitable learning environments. While curriculum choices, teaching strategies, and institutional policies play significant roles, the language teachers use in their daily interactions often goes unnoticed. Yet, it holds incredible power to shape students’ perceptions of themselves and others. Small, intentional changes in classroom language can yield profound equity impacts, fostering a space where all students feel valued, respected, and capable of success.

Language as a Tool for Inclusion

Language serves as the foundation for communication and learning. However, it also reflects societal norms, biases, and power dynamics. Teachers may unknowingly reinforce stereotypes or perpetuate inequities through everyday phrases, assumptions, or even unintentional omissions. By becoming more aware of their language choices, educators can address these issues and promote equity.

For example, a simple shift from using gendered language such as “boys and girls” to inclusive alternatives like “everyone” or “friends” acknowledges the presence of all students.

Acknowledging and Celebrating Diversity

Classroom language that celebrates diversity helps students feel seen and valued. Incorporating culturally responsive language—such as recognizing and correctly pronouncing students’ names—signals that their backgrounds and experiences are respected. Teachers can also acknowledge a variety of cultural traditions, holidays, and histories during lessons, ensuring that all students see themselves reflected in the curriculum.

Phrases like “That’s an excellent perspective,” or “Your idea adds so much to our discussion,” create an atmosphere of mutual respect and encourage diverse viewpoints. When teachers model this behavior, students are more likely to replicate it, contributing to a more inclusive classroom culture.

Avoiding Deficit-Based Language

Deficit-based language focuses on what students lack rather than their potential. For instance, describing a student as “struggling” can unintentionally frame them in a negative light, even when the intention is to express concern or provide support. Instead, reframing statements to emphasize strengths and growth, such as saying, “This concept is a challenge for many students, but let’s work on it together,” can motivate and empower learners.

Similarly, avoiding comparisons between students or labeling certain abilities as “natural” helps prevent the reinforcement of fixed mindsets. Instead, emphasizing effort and progress promotes a growth mindset, where all students believe they can improve through hard work and perseverance.

Encouraging Equitable Participation

Another impactful language shift involves fostering equitable participation in classroom discussions. Teachers can unintentionally favor certain groups of students, such as those who are more vocal or confident, while others—often students of color, English language learners, or those with disabilities—may be overlooked.

To address this, educators can adopt inclusive practices like “wait time” after posing a question, giving all students an opportunity to process and respond. Using strategies such as sentence starters (“I agree with ___ because…”) or think-pair-share activities ensures that every voice is heard. Teachers can also intentionally call on students from diverse backgrounds, demonstrating that their contributions are equally valued.

Addressing Microaggressions

Microaggressions—subtle, often unintentional statements or actions that reinforce stereotypes—can undermine students’ sense of belonging and safety. For example, commenting on a student’s English proficiency with surprise (“Wow, your English is so good!”) may seem like a compliment but can imply that the student’s ability is unexpected.

To combat this, teachers should reflect on their assumptions and actively work to eliminate microaggressions from their language. When they witness such behavior among students, they can use it as a teachable moment to discuss the impact of words and foster empathy and understanding.

Fostering a Strength-Based Mindset

Using language that highlights students’ strengths helps cultivate a positive and empowering environment. For instance, instead of pointing out errors, teachers can frame feedback constructively: “You’re on the right track, and here’s a way to make it even better.” Similarly, recognizing effort and celebrating incremental progress encourages students to take risks and persevere.

Teachers can also adopt affirming language to build students’ confidence. Phrases like “I believe in your ability” or “You’ve made great progress” reinforce a sense of capability and self-worth. Over time, these small affirmations can profoundly impact students’ self-perception and academic engagement.

Promoting Critical Thinking About Language

Equity-focused language changes also involve teaching students to think critically about the words they use. Encouraging discussions about stereotypes, bias, and inclusive language empowers students to become more thoughtful and empathetic communicators.

For instance, analyzing literature or media for implicit biases can help students recognize how language shapes perceptions. Teachers can guide students in identifying examples of inclusive or exclusive language, fostering skills that extend beyond the classroom and into their broader social interactions.

Building Relationships Through Language

The way teachers communicate with students directly affects relationships and trust. When students feel respected and valued, they are more likely to engage and thrive. Simple gestures, such as greeting students by name each day, expressing genuine interest in their lives, and actively listening to their ideas, demonstrate care and build rapport.

Moreover, language that communicates high expectations paired with support—“I know this is challenging, but I also know you can do it”—can inspire students to push themselves and achieve their potential.

Conclusion

The words educators choose matter. By making small, intentional changes to classroom language, teachers can create a more inclusive, respectful, and equitable environment for all students. These shifts may seem minor on the surface, but their cumulative impact can be transformative, shaping a generation of learners who feel empowered, valued, and capable of achieving great things. Equity in education starts with the recognition that every student deserves to be seen, heard, and supported—and it all begins with the language we use.

Dr. Campbell

Dr. Derrick Campbell

CEO

mporeinfo@quarantineracism.com