The power of language

Language is a powerful force that shapes relationships, expectations, identity and the social and emotional fabric of our schools.  In this article, we look deeper into how language in schools can be used intentionally to build High-Expectations Relationships.

At the Stronger Smarter Institute, we advocate for a functional approach to language in schools. This means paying attention not just to what is said, but to what language does in social and relational terms. A functional approach to language asks “What are our words doing? How is it shaping our relationships?“

The key question we invite you to consider is:

What relationships and emotional climates are being created by the language used in your school?

Setting the tone at Cherbourg State School

To see this approach in action, let’s look at Dr Chris Sarra’s first day as principal at Cherbourg State School. In his book, Good Morning, Mr Sarra [1], he describes gathering the whole school for an assembly: 

I had arranged for an assembly of the whole school on the morning of my first day. The bell rang and the teachers gathered together their classes to meet me. Their excitement and curiosity seemed to match my nervousness and anxiety…

At the moment of complete quiet, I raised my voice

“My name is Mr Sarra!” I explained. “You will refer to me as Mr Sarra!”

This wasn’t about formality for its own sake. It was about setting a tone of professional respect. Sarra had observed that teachers were being addressed by their first names, which blurred the boundaries of the teacher-student relationship. By insisting on formal address, Sarra was taking the first step to ensure that the fundamental relationship within the school is one of formal respect.

He continued:

I had to get this point across first as teachers were letting themselves be referred to as Miss and whatever was their first name. This was not something I could live with in a school as I harboured a belief in a sense of professional distance in a teacher-student relationship. To me, addressing teachers by their title was a marker of that.  As well, if it didn’t happen in a regular school, I didn’t want it happening in this school. I wanted this school to be a regular school.

“Good morning, everybody!” I said with my strong, brand new principal voice.

“Goooood mooorning, Mr Sarrrr…” they replied, with their voices tapering away with what I guess was a sense of apprehension about getting my last name right.

Let’s try that again! My name is Mr Sarra! When I say good morning to you, I am acknowledging you and being respectful. I want you to be the same with me. So, when I say, “Good morning, everybody?” I want you to say “Good morning, Mr. Sarra”, I explained with my voice tapering upwards for clarity.

“Good Morning, everybody!” I hollered.

“GOOD MORNING, MR Sarra!” they replied uniformly and in a way that was much firmer and more respectful.

In his book, Sarra explains how standards had been allowed to slip under the guise that this was an Aboriginal School and as such standards and expectations didn’t need to be as high as other schools. For Sarra that was anathema. He wanted only the best for his people.

Affirming Identity and Capability

Later in the same assembly, Sarra delivered a message that would become central to his leadership in the school:

The most important thing you will learn from me is that you can be Aboriginal… and you can be successful. I want you to understand that I feel it is a great privilege to have this chance to work with you. I am here to work very hard, and I want you to work very hard with me. I will say this again. The most important thing you will learn from me is that you can be Aboriginal, and you can be successful. Just because we are blackfullas, that doesn’t mean we have to be on the bottom.

Sarra was directly challenging the low expectations that have historically shaped Indigenous education. He affirmed that cultural identity is not a barrier to success—it is a source of strength. Sarra’s approach was to ensure that his students were proud of their identity.

When thinking about how to use language functionally and relationally, we become more aware of how words may impact on student identity, expectations and relationships. For instance, words can:

• Construct student identity (“You’re a leader in this class” vs “You’re always causing trouble”)
• Signal expectations (“I know you can do this” vs “This might be too hard for you”)
• Build or damage relationships (“Let’s work together” vs “You need to fix this”).

Unspoken messages in everyday language

Language doesn’t only communicate through what we say – it also speaks through what we imply. Take a look at the words on the school shirt that this Australian First Nations students is wearing.

At first glance, the words “Get Ready. Work Hard. Be Good” seem like positive messages. However, a functional lens asks, what assumptions are embedded here? The commands suggest that the student is not ready, does not work hard, and is not good—until told to be. A more empowering alternative might be: “We are ready. We work hard. We are good.” This shift transforms the message from one of correction, of low expectations, to one of collective affirmation.

Another ‘unspoken message’ comes from the Closing the Gap narrative. While Closing the Gap comes from a place of genuinely wanting to improve outcomes for First Nations people, the language and narrative of “closing the gap” has been criticised as inadvertently placing non-Indigenous Australians above First Nations people. It reinforces the idea that Frist Nations people are ‘behind’ and need to be brought up to a standard defined by others.

As educators, we must be mindful of the hidden curriculum – the implicit messages in our posters, slogans, and routines.

The power of magical words

In the 1996 move To Sir, with Love II [2], there’s a memorable scene where teacher Mr Mark Thackeray, teaches his students the importance of good manners and respectful communication – a powerful moment that reflects his belief in dignity, mutual respect, and high expectations.  You can watch this scene on YouTube from the link at the end of the article.

When Mr Thackeray is faced with a classroom of unruly students in an inner-city Chicago school, he introduces a social experiment to demonstrate how manners affect interpersonal interactions.  He asks his students to observe the impact of approaching a stranger once rudely and once politely.  Mr Thackery emphasises how respectful communication leads to positive responses.  He introduces the idea of ‘magical words’ – simple phrases like please, thank you, and excuse me.

There are words which have extra power to construct positive social interactions. We can think of them as the blocks we use to build a positive relationship.  These are words we can use and teach in the context of interpersonal empowerment.

Some words have power with groups with a particular world view or ideology. Powerful words such as reconciliation, equality, equity, recognition, and acknowledgment help us imagine the kind of country we want to live in. Think for instance of the change in the National Anthem from “We are young and free” to “We are One and Free”.  The first of these phrases refuses to acknowledge that Australia is home to the longest continuous human culture, while the latter phrase helps us imagine a country where the different cultures are united, and we work freely together to build a nation we can all be proud of.

Words such as our mob, our country, the old people, our culture, Auntie, and Uncle are significant words for First Nations people that enable them to transcend the merely transactional and form and nurture mutually supportive and respectful relationships.

Questions for Reflection

Returning to the question we posed at the beginning:

What relationships and emotional climates are being created by the language used in your school?

Here are a few things to think about in your workplace.

• Does our school language and our staffroom conversations affirm students’ identities and capabilities? Do we use words such as ‘at-risk’, ‘disadvantaged’, ‘struggling’, ‘disengaged’, ‘underperforming’. If so, how can these be replaced with strength based words and affirming language?
• Is there more we could do in our own language to model and reinforce respectful communication with students?
• What sort of language do we use in our strategic plan? Can we put a Stronger Smarter lens across our school documentation to make sure it is framed in terms of strengths and growths, not deficits and problems?
• What are the implicit messages in our classroom materials, posters, slogans, and routines? Are they using empowering language to build belief and pride?

In Stronger Smarter schools, language is not just about communication – it’s about connection, culture, and high expectations. By speaking to the strengths and identities of our students, we help them see themselves as capable, valued, and ready to achieve. In every classroom, the strength-based language of ‘Strong and Smart’ can be a powerful tool for transformation.

Footnotes:

[1] The passage is taken from Sarra, C. (2012). Good Morning, Mr Sarra: My life working for a stronger, smarter future for our children. UQP: Brisbane, p.153

[2] Check out this scene from To Sir With Love 2.

Mr. Thackeray teaching the importance of good manners (To Sir, With Love II, 1996)