Inclusive Language and the Use of Labels: Guidance for Educational Practice section

It is important to approach diagnostic labels with sensitivity.

It ain’t what they call you,

It’s what YOU answer to.

- WC fields 

 

Language is a powerful tool in shaping how learners see themselves and how they are seen by others. When used thoughtfully, it can affirm strengths, foster belonging, and guide meaningful support.

 

Why Language Matters

Thoughtful, strengths-based language affirms identity and potential, fosters self-worth and belonging, and enables personalised support. Without care, however, language can unintentionally emphasise deficits or medicalise difference, affecting a child’s self-perception and sense of worth.

Inclusive practice means listening to and honouring the language individuals and families use to describe their experiences. This fosters trust and ensures support feels personalised and respectful.

Principles for Inclusive Language 

Balance Strengths and Needs

  • Describe both what a child finds challenging and what they excel in.
  • Use neutral or strengths-based terms (e.g., “experiences difficulty with…” rather than “can’t…”).
  • Avoid language that implies blame, limitation, or fixed ability.

Respect Personal Preferences

Ask families and young people how they prefer their needs and strengths to be described.

  • Honour cultural, linguistic, and identity-based preferences.
  • Recognise that preferences may evolve over time.

Centre the Child’s Voice

Uphold Article 12 of the UN Convention on the Rights of the Child: children have the right to express their views and have them taken seriously.

Create safe, supported opportunities for learners to share their aspirations, needs, and feedback. 

Use Diagnostic Labels Thoughtfully

Diagnostic labels can play a useful role in helping individuals and families understand experiences and challenges. They may also support access to appropriate interventions and raise awareness among professionals, contributing to more informed planning and provision. When used carefully, labels can guide meaningful support and lead to improved outcomes for learners with SEND.

A Note of Caution

It is important to approach diagnostic labels with sensitivity. While they can offer clarity, labels may also carry unintended consequences. These include:

  • Stigmatisation, which can lower an individual’s self-worth and sense of belonging.
  • Deficit-focused thinking, where attention centres on what a child cannot do rather than their potential.
  • Overgeneralisation, which may obscure a child’s unique characteristics, preferences, and learning styles.
  • Reduced staff confidence, where practitioners feel less equipped to support needs perceived as complex or label dependent.

Diagnostic labels do not automatically lead to improved outcomes. Effective support should be informed by, but not reliant on, diagnosis. It is recommended that practitioners specify the particular areas of difficulty a child is experiencing, rather than relying solely on diagnostic categories.

Recommended Practice

Support should focus on the child or young person’s unique profile of strengths, skills, and needs. When shaping provision and outcomes, practitioners should consider a broad range of influencing factors, including:

  • Environmental context and learning opportunities.
  • Exposure to language and communication
  • Emotional wellbeing and relationships
  • Previous experiences of intervention
  • The quality and consistency of support

By maintaining a holistic view and using diagnostic labels as one part of a wider understanding, practitioners can ensure that provision remains personalised, respectful, and responsive.