3 Avoiding stigma in learning materials and terminology
In an educational context, the language and terminology used in learning materials, or course publicity materials, can powerfully communicate concepts, or stereotypes, around mental health. Materials that reflect stigma can create barriers to learning from the outset, or even before learners commence their chosen course (Coughlan and Lister, 2018). Such materials often fail to include the views and perceptions of diverse individuals in a meaningful way, for example in terms of their ethnicity, gender, sexuality, cultural background mental or physical health, or disabilities/differences (Lister et al., 2020). It has further been suggested that where learners are unable to identify with the language being used around their condition, disability or experiences, this becomes a key barrier to them seeking help (Lister et al., 2020). Historic examples of the use of stigmatising labels and language were also given in Week 3, Section 1.
The terminology that you yourself use can also be unintentionally stigmatising. For example, when talking about mental health the term ‘suffering from’ is often used without thinking. However, this risks pathologising everyday experiences like anxiety, stress or depression, which are commonly experienced and do not necessarily imply ‘illness’ (Kutcher, 2017). A more appropriate phrase might be to say ‘experiencing’ as this is a different concept to ‘suffering from’.
It is also worth considering the above in terms of any external visitors or guests that you invite into your learning sessions. It may be worth having a conversation with your guest beforehand to confirm that no materials to be used, or discussed, are stigmatising, particularly in terms of mental health. External visitors may inadvertently deliver content which can cause distress and harm if their presentation is poorly planned, or they are not appropriately prepared.
Activity 4 Identifying stigma in learning materials and terminology
Carefully examine, or think about, learning materials that you are currently using to see if any content expresses mental health stigma or is discriminatory. If so, had you noticed this before? Can such content be removed, replaced or challenged?
Think about your own use of terminology in your role as an educator. Are there any instances where you might unconsciously be using terminology that could be stigmatising? If so, could that be changed?
Look back again at your notes from Activity 1, Part 2 to see if you already included stigma in learning materials and terminology in any of your examples or wish to add it in for further consideration.
Discussion
Identifying and removing stigma in learning materials and terminology is essential to support a sense of inclusion and safety for your learners to promote good mental health and to prevent barriers to their learning. This is also considered next week in terms of the effect of decolonising the curriculum on mental health.