Practice tips for writing content that empowers, not labels, incarcerated learners

“It’s just a word”—until it shuts someone down

A course starts strong: useful topic, solid structure. But then the opening line hits: “People like you need to turn your life around.” You pause. Not because the content is wrong, but because the language already decided who you are. Before a single lesson begins, the trust is gone. The door to learning doesn’t slam shut, but it quietly locks from the inside.

Language shapes learning. It can build trust, or break it. On Edovo, where learners are navigating academic trauma, shame, and the weight of being misunderstood, inclusive language isn’t a bonus—it’s part of the learning experience. When our words reflect respect, learners feel safer. When learners feel safe, they learn. When they don’t, they often shut down. 

Think about it—have you ever been open to learning from someone who made you feel small before you even began? (Guessing you’re quietly thinking no)

This guide is here to help you write content that supports every learner’s dignity, intelligence, and potential—starting with the words you use.

What you’ll walk away with

• A simple list of inclusive terms to use (and avoid)
  
  

• Language swaps for trauma-informed, dignity-centered writing
  
  

• Guidance on avoiding assumptions and writing with empathy
  
  

• Examples of what inclusive language looks like in Edovo content
  

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

Let’s say you’re writing a course on anger management.

Instead of:
“If you get mad, don’t act like a criminal.”

Try:
“When anger shows up, it’s easy to react fast. But what if you had a few tools to handle it without making things worse—for you or anyone else? Let’s check out a few.”

Or, if you're writing a reentry prep lesson:

Instead of:
“When you get out of prison, you’ll need to stop hanging with bad influences.”

Try:
“Getting out comes with a lot of pressure. Having even one solid person in your corner can make it easier. Who’s someone you know you can count on to keep you grounded?”

It’s not about softening the truth. It’s about opening the door to learning through inclusive language and keeping it open.

Avoid assumptions, even the good ones

We’re not asking you to write in corporate-speak. Keep your tone clear, direct, and human. Express yourself. Say what you mean—but say it like you’re talking to someone who’s ready to grow, not someone who needs fixing.

TL;DR: Write like they’re in the room with you

• People-first language shows respect and reduces shame
  
  

• Avoid labels, assumptions, and advice that blames or oversimplifies
  
  

• Center the learner’s experience and autonomy
  
  

• Use words that open doors—not ones that close them
  

References

American Psychological Association. (2021). Inclusive language guidelines. https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines.pdf

SAMHSA. (2014). Trauma-informed care in behavioral health services. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4816.pdf

People First Project. (n.d.). Language matters: Dignity-centered terms for justice-impacted individuals. https://peoplefirstproject.org/language