Inclusive Language for Aquatic Professionals: Why the Words We Use at the Pool Matter
Updated: Sep 10
Aquatic facilities are some of the most public, most diverse spaces a community has. On any given day, a pool deck brings together people of every age, background, ability, gender identity, and life experience. That makes the language lifeguards, instructors, and front-desk staff use—both with each other and with the public—one of the simplest and most powerful tools for building a welcoming facility.
This guide walks through why inclusive language matters, where to look for gaps in your current practices, a full glossary of key terms, and how to handle the moments when someone gets it wrong.
Why Inclusive Language Matters
Inclusive language isn't just a communication style—it's a practical tool that shows up in four concrete outcomes for any facility:
Fostering a safe and welcoming environment for every guest who walks through the door
Promoting respect for all identities, so no one feels like an afterthought in your programming
Supporting training and education so lifeguards and staff have consistent, confident language to draw on
Improving accessibility in how the public interacts with your facility
This shows up everywhere in daily operations—signage, program materials, marketing, policies, and the countless small interactions between staff and patrons.
Where to Audit Your Language
Inclusive language isn't just about individual conversations—it lives in eight distinct areas of a facility's operations:
Signage and public communication
Employee and team communication
Program materials and curriculum
Customer interaction and engagement
Inclusive language in marketing and advertising
Policy and procedure review
Customer experience and accessibility
Community engagement and outreach
Walking through each of these areas with a critical eye is a great starting exercise for any aquatics team, whether you're a single facility or a citywide parks and recreation department.
Common Pitfalls in Aquatics
Several mistakes show up again and again in aquatic settings, often unintentionally:
Unintentional gender bias in how staff address groups or individuals
Overgeneralizing "ability" or "disability" instead of asking about specific needs
Inconsistent training and reinforcement across shifts and seasons
Lack of awareness around mental health and emotional well-being
Not updating language as social norms evolve
Not respecting individual pronouns and identities
Assuming what people need instead of simply asking
Neglecting to ask for feedback from the communities being served
A theme runs through all of these: assumptions are the enemy of inclusion. Whether it's assuming someone's gender, ability, or need, the fix is almost always the same—ask, listen, and adjust.
Glossary of Inclusive Language Terms
Below is a working glossary organized by category. Language in this space evolves, so treat this as a living reference rather than a fixed rulebook.
Pronouns
Term | Definition |
Pronouns | Words a person chooses that can be part of their gender expression and transition (e.g., she/her, he/his, they/theirs) |
Neopronouns | New words used as third-person pronouns in place of he, she, it, or singular they; considered neologisms (new language). Examples: xe/xir (zee/zeer), ze/zir (zee/zeer), fae/faer (fay/fair) |
Sex
Term | Definition |
Sex | Biological characteristics, like chromosomes and reproductive organs; distinct from gender, which is social |
Intersex | Describes people who have sex characteristics (organs, hormones) that are not exclusively male or female; a natural variation. Up to 1.7% of the population is born with intersex traits |
"AFAB/AMAB" | A term that can reinforce the gender binary by focusing solely on sex assigned at birth rather than current gender identity; can be reductive and exclusionary, particularly toward intersex people whose experiences don't fit neatly into binary categories |
Gender
Term | Definition |
Gender | A social construct referring to the roles, behaviors, and identities associated with being male or female, influenced by cultural expectations and personal perception |
Social construct | A concept society collectively agrees to give meaning to (examples: marriage, religion, beauty, race) |
Non-binary | A gender identity that does not conform to traditional binary beliefs about gender, which assume all individuals are exclusively male or female |
Transgender | An umbrella term for people whose gender identity differs from the sex they were assigned or socialized as at birth |
Cisgender | A person whose gender identity corresponds with the sex registered for them at birth; not transgender |
Gender neutral | Denoting a word or expression that cannot be taken to refer to one gender only |
All gender | A phrase used to be inclusive of people with different gender identities; preferred over "gender neutral" because it's explicitly inclusive of everyone |
Sexuality
Term | Definition |
LGBTQIA+ | A community of people who identify as lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual |
Lesbian | Women who are sexually or romantically attracted exclusively to other women |
Gay | Sexually or romantically attracted to people of one's own sex (used especially of a man) |
Bisexual | Sexually or romantically attracted to both men and women, or to more than one sex or gender |
Queer | An umbrella term used to describe people who are not heterosexual or cisgender |
Asexual (Ace) | A sexual orientation describing people who experience little or no sexual attraction to others |
Allyship | Active support for the rights of an underrepresented group without being a member of it; note: the A in the LGBTQIA+ acronyom is not for "allyship" |
Questioning | The process of exploring and discovering one's sexual orientation, gender identity, or both |
The "+" | Holds space for the expanding and evolving understanding of the diverse gender and sexual identities not otherwise listed (includes identities like 2spirit) |
Mental Health
Term | Definition |
Person-first language (PFL) | Language that prioritizes the individual over their disability or diagnosis; used to emphasize a person's identity beyond their disability |
Destigmatizing | Removing shame or disgrace from something or someone |
Substance use | Preferred alternative to "abuse"; the act of consuming a substance, such as a drug or alcohol, in a way that is harmful to the user or others |
Race & Ethnicity
Term | Definition |
Race | Often defined as a social classification based on a person's ancestry and perceived inherited physical characteristics (e.g., hair, skin color). Examples: White, Black, Asian |
Ethnicity | A social construct defining a set of people by shared common cultures and traditions, including but not limited to race, nationality, or religion. Examples: Jewish, Japanese, Creole |
National origin | The state, country, or nation from which a person or their ancestors were born (e.g., a person born in Venezuela is Venezuelan) |
BIPOC | Black, Indigenous, and People of Color; an acronym used to describe people who are not white |
Citizen | Someone who is a full legal member of a country with rights like voting; distinct from "resident," who lives in a place without necessarily holding those full political rights |
Marginalized | A group of people systematically excluded from full participation in society due to characteristics like race, gender, sexual orientation, socioeconomic status, disability, or religion—resulting in limited access to opportunities and unequal treatment |
Underrepresented | Groups who have been denied access and/or suffered past institutional discrimination |
Intersectionality | A framework for understanding how different social identities—race, gender, ability—interact and overlap to create unique experiences of privilege or oppression; introduced by scholar Kimberlé Crenshaw |
Neurodiversity & Ability
Term | Definition |
Neurodiversity | An umbrella term for a range of conditions that affect how a person's brain functions; there is no single fixed list of what falls under it (can include autism, ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia, Tourette syndrome, OCD, intellectual disability, Down syndrome, brain injury, sensory processing differences, and more) |
Neurodivergent | People whose brain differences affect how their brain works |
Neurodiverse | The idea that everyone has a unique way of thinking, learning, and behaving, and that these differences are normal (note: often used incorrectly to describe an individual person—technically describes a group) |
Neurotypical | Not displaying or characterized by autistic or other neurologically atypical patterns of thought or behavior |
Identity-first language | A way of speaking about someone that emphasizes a defining characteristic of their identity, such as a disability or condition (e.g., "autistic person" rather than "person with autism") |
Autistic | Relating to or affected by autism; "allistic" describes someone who does not have autism |
Stimming | A repetitive action or movement people use to self-soothe or manage excess energy |
Masking | A coping mechanism where someone hides or suppresses their true behaviors to appear "normal" |
ASD/on spectrum | Can be perceived as overly clinical, implying a "disorder" needing to be "fixed," when many individuals on the spectrum prefer to frame it as neurodiversity rather than pathology |
High functioning | A label that can overlook real struggles with social interaction, sensory overload, or emotional regulation, simply because someone's presentation appears "normal" |
Verbal/non-verbal | Labels that can minimize a person's abilities—many people who don't speak fluently still communicate effectively through other means |
Gifted/superpowers | Framing that can hide real complexities and misconceptions, overshadowing someone's lived experience |
Ableism | Prejudice and discrimination against people with disabilities, based on the idea that people with disabilities are inferior and need to be "fixed" |
Disability | A physical or mental condition that limits a person's movements, senses, or activities |
Hidden disability | A physical, mental, or neurological condition that isn't visible from the outside, yet can limit or challenge a person's movements, senses, or activities |
Special needs | A euphemism that avoids directly acknowledging disability; can be patronizing and implies people with disabilities are set apart, rather than simply requiring reasonable accommodations |
Handicapped / differently abled | Outdated or euphemistic terms generally avoided in favor of more direct, respectful language |
Language That's Shifting
Some terms are actively evolving as social understanding deepens. Here's a snapshot of common shifts:
Instead of... | Consider... |
Disorder or illness | Disability or neurodivergence |
Normal | Dominant standards/expectations or neuronormative |
Obsessions | Deep or intense interests |
Attention seeking | Support seeking |
Victim | (context-dependent; consider "survivor" or the person's stated preference) |
Addict | Person with a substance use disorder |
Handi-capped | Person with a disability |
Dummy | (avoid entirely; use specific, respectful language) |
Intent vs. Impact
One of the most useful mental models for navigating inclusive language is understanding the difference between intent and impact. Most people do not walk into work intending to exclude someone, offend a coworker, or make a patron feel like they do not belong. But good intentions do not automatically prevent those things from happening.
Someone might say, "That's not what I meant," while the other person is saying, "But that's how I experienced it." Both can be true. Intent gives us context for understanding what happened, but impact gives us information about what may need to change.
This is especially important in aquatics, where we communicate quickly and constantly. We enforce rules, give instructions, correct behavior, supervise staff, respond to complaints, and interact with people whose identities and experiences may be very different from our own.
A few principles to hold onto:
Principle | What it looks like in practice |
Accountability and grace can coexist | You can acknowledge a mistake without deciding the mistake defines you. |
Context matters | The same words can carry different weight depending on who is speaking, who is listening, the relationship, setting, and history. |
Discomfort isn't automatically harm | Being corrected or challenged can feel uncomfortable. That does not necessarily mean the conversation itself was harmful. |
Impact deserves attention | Instead of focusing only on what you meant, consider what the other person experienced and what you can learn from it. |
The goal is not to decide who is a "good person" or a "bad person." It is to understand what happened and decide what, if anything, should happen differently next time.
What to Do When You Say the Wrong Thing
No one gets inclusive language perfect every time. Language changes, communities are not monoliths, and individual preferences vary. Eventually, you will use a term someone dislikes, make an incorrect assumption, mispronounce a name, use the wrong pronoun, ask a question that lands poorly, or simply phrase something badly.
What you do next often matters more than getting every word right the first time.
Acknowledge it. Don't pretend you didn't hear the correction.
Apologize or correct yourself. Keep the response proportional to the mistake.
Listen. Resist the urge to immediately explain why you said it.
Learn. If you need more information, do some of that work yourself.
Change something when needed. Sometimes the problem isn't just one person's language. It may reveal something that needs to change in your training, forms, signage, policies, or procedures.
Not every mistake requires a lengthy conversation. If you use the wrong pronoun, for example, a quick correction may be much better than a long apology that requires the other person to reassure you.
Receiving Feedback Without Making It About You
Being corrected can feel uncomfortable, especially when you genuinely believed you were being respectful. Our instinct is often to explain ourselves.
Instead of... | Try... |
"That's not what I meant." | "I can see how that landed differently than I intended." |
"No one has ever complained before." | "I hadn't heard that feedback before. Thanks for telling me." |
"That's just what we've always called it." | "Is there language you would recommend instead?" |
"You're taking this too seriously." | "I may be seeing this differently. Tell me more." |
"I can't keep up with what I'm allowed to say." | "Language changes. I'll keep learning." |
You do not have to agree with every piece of feedback you receive. Listening seriously does not require immediately accepting every interpretation. It means being willing to consider that your perspective is not the only one in the room.
Interrupting Assumptions and Microaggressions in the Moment
Recognizing problematic language during a training is one thing. Responding when you hear it at the front desk, during an in-service, in the guard room, or in a conversation with a patron is harder.
The PAUSE framework offers a simple way to slow the interaction down:
Pay attention to others' emotions and reactions.
Acknowledge your assumptions.
Understand how your own perspective is influencing your reaction.
Seek different perspectives and listen.
Examine your options and choose the next respectful action.
Pausing does not mean ignoring something. It gives you enough space to respond intentionally rather than simply reacting.
For actually redirecting a conversation, it helps to have a few conversational moves ready:
Move | Example phrase |
Research | "What makes you say or think that?" |
Reflect | "It sounds like you're saying..." |
Reframe | "Could there be another way to look at this?" |
Reposition | "I felt ___ when you said/did ___ because ___." |
Redirect | "Let's shift the conversation back to what this person needs from us." |
Revisit | "I want to go back to something that came up earlier." |
For example, if someone says, "Why does that kid get special treatment?" you don't necessarily have to launch into a lecture about ableism. You might ask, "What makes you see an accommodation as special treatment?" Or reframe it: "Could we look at this as giving someone what they need to participate?"
Sometimes direct intervention is appropriate. Sometimes asking a question creates more reflection. Sometimes the conversation is better handled privately afterward. Good leadership includes knowing you have more than one tool available.
A Communication Model Worth Adopting: Jackal vs. Giraffe
Nonviolent Communication (NVC) is built around four components: observations, feelings, needs, and requests. Its goal is to move communication away from judgment and blame and toward understanding.
A memorable way of teaching the concept is through jackal and giraffe communication.
Jackal communication | Giraffe communication |
Judgmental | Curious and empathetic |
Focuses on what's wrong | Focuses on what happened and what is needed |
Assigns blame | Seeks understanding |
Makes assumptions | Asks questions |
Often creates defensiveness | Creates room for conversation |
"That parent is so entitled." | "That parent keeps asking us to change something. What need are we missing?" |
"That staff member doesn't care." | "I've noticed they're disengaged during training. I want to understand why." |
The distinction is useful in aquatics because we make quick judgments all day long. We assess behavior, enforce rules, supervise employees, respond to complaints, and make safety decisions. We cannot stop making judgments altogether, but we can get better at separating what we actually observed from the story we have started telling ourselves about the person.
Bringing It Back to Your Team
The real test of language-focused training is what happens after the conversation ends. Listen to how your team talks about patrons when patrons are not around. Look at the words used on your signage, registration forms, program descriptions, policies, staff materials, and scripts. Pay attention to the jokes and phrases that have become normal simply because no one has questioned them yet.
And when something comes up, look beyond the individual interaction. If multiple staff members make the same assumption, maybe your training needs to change. If patrons repeatedly misunderstand the same rule, maybe your signage needs to change. If your registration form continually forces staff or families into awkward conversations, maybe the form needs to change.
Inclusive language isn't about memorizing an ever-changing list of approved and prohibited words. It is an ongoing practice of paying attention, staying curious, listening when someone offers another perspective, and being willing to adjust.
Sometimes the most inclusive response is also one of the simplest: "I hadn't thought about it that way. I'll do it differently next time."
