When we develop written materials for our students, we can take the opportunity to consider how these materials can support a trauma-informed learning environment. Consider the following suggestions, adapted from White-Domain (2014).

• Avoid language that objectifies or dehumanizes others. 
• Avoid judgemental language. For example, you might choose to say that a student “did not complete an assignment on time”, rather than that they “neglected to complete work on time”. Non-judgemental language recognizes the reality that other circumstances beyond the individual’s control may have impacted the situation.
• When possible, avoid using “command” statements when suggesting that an individual do something with their body or person. For example, rather than saying “close your eyes and breathe deeply”, shift your language to “if it is comfortable for you, you are invited to close your eyes and breathe deeply”.
• Use inclusive language that allows others to see themselves in your writing.  For example:
• In most cases, use person-first language, such as “person with depression”, rather than “depressed person”. Note that this is not universal, and that it is best to follow a person’s own preference.
• Use gender-inclusive language.
• Avoid using language that generalizes about individuals or communities. For example, rather than writing “individuals with social anxiety dislike public speaking”, shift to “some individuals with social anxiety may dislike public speaking”.
• Avoid language that blames people for difficult experiences they have faced.
• When making suggestions, offer them in a spirit of humility, acknowledging each person’s ability to determine what is best for them.