The Power of Words in an Inclusive Classroom

I’ve been working with an amazing school that is committed to building not just inclusion, but true community within their classrooms. It’s an honor to be part of the process and inspiring to see how their mission reaches every stakeholder—parents, teachers, and students. That’s how it should be everywhere. Inclusion isn’t just a program for one group; it’s the work of the whole school.

Lately, I’ve been reflecting on the language we use when we talk about students with disabilities. Often, the intention is warm and respectful, but the words can still send subtle signals that create division. For example, I often hear phrases like, “Our friends from the life skills class visit after lunch,” or, “We always start morning meeting with our friends from the special education class.”

On the surface, this is positive and welcoming language. It models respect and kindness. But what if we went a step further? What if it wasn’t “our friends from another class,” but simply “John” or “Molly,” who sometimes go to another room for support but are fully part of this classroom community?

That shift may seem small, but children are listening. Every word we use shapes how students see one another—and themselves. Labels, even kind ones, can quietly reinforce the idea that some classmates are “visitors” rather than true members of the group.

I want to be clear: I’ve also seen the most incredible examples of students working and learning side by side, embracing differences and supporting one another with joy. But I also believe we can all keep getting better. By paying attention to the words we choose, we send a powerful message: every child belongs here, just as they are.

Small shifts in language create big ripples. When we model belonging, students learn belonging. That’s how schools move from proximity to true inclusion. And that’s a journey worth taking together.

#DisabilityAwareness #EveryChildBelongs #SchoolInclusion #WordsMatter #Belonging