Words that build trust: A guide to using inclusive language on Edovo
How trauma-informed, people-first language supports learning in correctional settings.
Words Are Small. Their Impact Is Not.
You know how one phrase can instantly change how you feel about a conversation?
“As per my last email.”
“Calm down.”
“People like you…”
Nothing explodes. No alarms go off.
But your brain quietly mutters, "Cool, I’m done here."
That’s exactly how language works for learners who are incarcerated.
In an Edovo course, one poorly chosen word can be like a record scratch in the middle of a song. The lesson keeps playing, but the learner’s attention has already wandered off because the language just told them, "This isn’t a space where I’m respected."
And here’s the science-backed part: when the brain senses judgment or threat (even subtle, even unintentional), it shifts out of learning mode. Cognitive load spikes. Defenses go up. Retention drops. This isn’t about being “too sensitive.” It’s about how humans learn.
For incarcerated adults, many carrying academic trauma, shame, or a lifetime of being reduced to labels, those moments land harder and faster.
This guide is about avoiding those record scratches.
We’ll break down how inclusive, people-first language keeps learners oriented, respected, and engaged; and how small wording swaps can dramatically improve trust and follow-through in a closed, self-paced system like Edovo.
What you’ll walk away with
By the end of this guide, you’ll know how to:
Spot language that quietly increases cognitive load and learner resistance
Use people-first, trauma-informed wording that supports psychological safety
Make small, practical language swaps that improve engagement and follow-through
Write prompts and instructions that assume capability, not deficiency
Design Edovo content that keeps learners oriented, respected, and willing to stay
Who this is for
This guide is for anyone creating content for Edovo. Whether you’re writing about job prep, relationships, conflict, budgeting, faith, or GED prep, this applies to you.
Because Edovo isn’t just a digital platform. It’s a learning space, and for many of our learners, it’s the first one where they’ve felt safe to learn.
Inclusive Language in Action
(What to actually do when you’re writing)
Inclusive language isn’t about being polite. It’s about reducing unnecessary cognitive load so learners can focus on the skill you’re trying to teach, not on defending themselves from your wording.
From a learning science perspective, this matters because:
The brain learns best when it feels psychologically safe.
Judgmental or assumptive language triggers threat responses, which compete with working memory.
When working memory is overloaded, learning stalls—even if the content is solid.
So what does inclusive language look like in practice?
Here are 6 research-backed language moves you can use in almost any Edovo course, with clear Do / Don’t examples.
1. Describe the behavior, not the identity
Why it works:
Labeling people (“criminal,” “bad influence,” “angry person”) may activate feelings of shame and defensiveness. Describing behaviors keeps the focus on changeable actions, which supports self-efficacy and motivation.
Don’t:
“If you get mad, don’t act like a criminal.”
Do:
“When anger shows up, it can push people to react fast. Learning how to slow that moment down gives you more control over what happens next.”
2. Name the challenge without assigning blame
Why it works:
Trauma-informed learning acknowledges difficulty without implying failure. This lowers resistance and keeps learners cognitively engaged instead of emotionally guarded.
Don’t:
“You need to control your anger better.”
Do:
“Anger can be intense, especially under stress. The goal isn’t to erase it, it’s to handle it in ways that don’t create more problems for you.”
3. Replace commands with choices and tools
Why it works:
Adult learning theory tells us adults learn best when they feel autonomy and relevance. Language that offers options instead of orders increases buy-in and follow-through.
Don’t:
“When you get out, you’ll need to stop hanging with bad influences.”
Do:
“Reentry comes with a lot of pressure and tough choices. Having even one supportive person can make a big difference. Let’s look at how to identify people who help you stay grounded.”
4. Assume capability, not deficiency
Why it works:
Expectancy effects are real. When learners sense that the content assumes growth and competence, they’re more likely to engage deeply and persist.
Don’t:
“Most people don’t know how to manage anger.”
Do:
“You already manage difficult emotions every day. This lesson builds on that by adding a few strategies you can use when things escalate.”
5. Keep the truth. Lose the judgment.
Why it works:
Being trauma-informed doesn’t mean avoiding hard topics. It means delivering them in a way that keeps the learner oriented and receptive.
Don’t:
“If you don’t change who you hang around, you’ll end up back here.”
Do:
“The people around you can shape your next steps—for better or worse. Learning how to spot supportive relationships is one way to protect the progress you’re working toward.”
Why it works:
Assumptions—positive or negative—still ask the learner to fit into a story you’ve written for them. From a cognitive and trauma-informed perspective, this creates friction. The brain has to decide, Is this about me? Do I belong here? That extra mental work competes with learning.
Inclusive language keeps the door open by leaving room for difference, choice, and self-definition.
TL;DR: Design your language like learning depends on it (because it does)
Language shapes whether the brain feels safe enough to learn
Judgment, labels, and assumptions spike cognitive load and shut learning down
People-first, trauma-informed language keeps learners engaged and oriented
You don’t need to soften the truth—just remove the judgment
Write like the learner is in the room with you, not like you’re fixing them
If your words reduce friction, learners have more mental energy for the skills that actually matter.
References
(Because yes—this is grounded in real research, not vibes.)
People First Project. (n.d.). Language matters: Dignity-centered terms for justice-impacted individuals.
https://peoplefirstproject.org/language
Related Articles
A practical guide to the Edovo Editor: How to build, preview, edit and publish active content
Learn how to build, preview, edit, and publish courses and interactive resources onto Edovo Wondering, “Do I need to be a coder to use the Editor?”—breathe easy. You don’t. This article gives you the roadmap so you too can create active content in ...How to build active content in the Edovo Editor (courses and interactive resources)
How to build active content in the Edovo Editor (courses and interactive resources) Wondering, “Do I need to be a coder to use the Editor?”—breathe easy. You don’t. This article gives you the roadmap so you too can create active content in the Edovo ...Size Matters: The Ideal Course Length Guide
How Long Should Your Edovo Course Be? An Evidence-Based Roadmap for Choosing the Right Course Length (Without Guessing) One question haunts every content partner building a course for incarcerated learners: “How long should my course be?” Short ...Start Where They Are. Build Toward Who They Want to Be.
A trauma-informed, science-backed approach to designing learning for incarcerated adults Step one: don’t assume they’re ready for step five Imagine asking someone to sprint up ten flights of stairs with no handrail, no warning, and no place to rest, ...How to structure a 1-hour microlearning course on Edovo
A research-backed framework and downloadable template for designing effective microlearning content that fits our platform and reaches incarcerated learners Microlearning isn’t magic. It’s architecture. Lately, “microlearning” gets tossed around like ...