The Power of Words – Language That Cares for Empowerment and Positive Outcomes Through the Lens of Lived and Learned Experience

Local Authorities, Care Providers and Social Workers across the UK have consistently shared experiences of reading, viewing or receiving written records about children and young people that fall short of the quality and care those children deserve. These records are not just pieces of paperwork or admin tasks, they are often the first introduction to a child, a young person or a family. They shape the way professionals think, the decisions they make, and, ultimately, the opportunities available to that child. When language is careless, it can and does cause harm. When it is intentional, thoughtful and balanced, it can unlock empowerment, reinforce resilience and promote better outcomes.

Common Themes of Concern

From conversations with professionals across the sector, recurring issues with written records can be seen in themes such as:

• Adultification – viewing children through an adult lens, attributing responsibility or intent beyond their age or developmental stage often with negative connotation. This is especially prevalent for children from Black and Brown communities. Example: Female children between the ages of 14-17 have commonly be observed to be described as manipulative when professionals are asked ,they often say “they are trying to get their own way” which is a normal behaviour for many children. The true definition of manipulative is ‘exercising unscrupulous control’.
• Personal Perception and Emotionally Charged Accounts – recording how something made a professional feel rather than describing what they saw and the context. Example: The word intimidating has been commonly seen when describing male children between the ages of 15-18, however to be intimidated is a personal feeling and we all have different things that will cause us to feel that way.
• Negative Weight and Risk Aversion – emphasising what went wrong over what went right, allowing an unbalanced account or view to be put forward which can overshadow strengths and progress. Many documents focus on challenge and risk statements and can be seen to prioritise fear of liability over a balanced view of safety, risk, and resilience.
• Missing Context – statements without explanation or detail, that stand in isolation and therefore risk misinterpretation. Example ‘x shouted at carers and pushed foster mum’ is very different from ‘x’s dad did not turn up for scheduled contact today for the third time, x had been very excited to see them and waited for 2 hours. Dad did not show up, foster mum tried to approach x for a hug, x shouted ‘you’re not my mum and put his arms out and shrugged under her arms to avoid the hug.’
• Fixing in Time – The unique thing about the written word for children in care is that paper work and the written word follows children forming a permanent account of their lives. It is important that we allow children to progress and do not fix them at a point in time. Example ‘Arson Risk’ is very different than ‘at 14 x threw a cigarette out of the window and a bush caught alight, x has been made aware of fire safety and no recurrent incidents have taken place in the last 3 years’.

 The Charge of Our Words

Our language tends to fall into one of three categories: Positive, Negative or Neutral. While it is not realistic to only write positively – particularly when recording sensitive or traumatic experiences – it is crucial to stay conscious of how we position our words. The goal should be to remain within Positive or Neutral territory wherever possible, using precision, clarity and compassion. Our language can be charged in three different ways, Positive, Negative or Neutral, and whilst it is not possible to be positive about any and all situations (particularly when recording sensitive or traumatic experiences) it is crucial that we stay conscious of how we position our words. The goal should always be to remain in either Positive or Neutral territory using precision, clarity and compassion.

The Example of Ana

Take Ana as an Example. Ana is a young person that has been visited at the same time, on the same day and in the same place. However, depending on what lens we apply to our language, anyone reading our words could have very different impressions of the same child.

• Positive – “Ana made an effort to come today, even though she appeared tired.” This highlights commitment and resilience, acknowledging challenge while noticing effort. This is an example of trying to draw out the positive in something seen or observed.
• Negative – “Ana was very rude today, she was not listening and kept yawning to show she wasn’t bothered.” This shifts focus to assumptions and emotion of inferring what happened instead of describing and applying the personal emotion of how something made YOU feel and suggests intent (“to show she wasn’t bothered”) without evidence, which risks creating an emotive and judgement-based record.
• Neutral – “Ana appears to be tired today as she yawned a few times and her eyes appeared heavy, although I haven’t asked her if she is.” This is descriptive and transparent. It shares observation without assumption and provides context and clarity on what you did to confirm or exclude what you thought.

Why It Matters

The words we use travel further than we often realise. They are shared between teams, re-read in future meetings, revisited during reviews, and often accessed by the young person themselves later in life. A single line can influence how professionals or care givers view a child for months or years, shaping opportunities and relationships as well as influencing and enforcing the child’s view of themselves. Choosing language that empowers does not mean avoiding challenge or downplaying difficulty. It means being precise, fair and conscious of impact. It means describing, not judging. It means holding hope alongside honesty. By embedding a culture of conscious, careful language across local authorities, providers and practice, we strengthen our collective ability to support children not only in the present but also in their future. Our words will often outlast our direct involvement; they become part of a legacy. It is therefore our responsibility to ensure that legacy is one of dignity, hope and possibility.

We have a responsibility to reflect on the charge of our words as well as their impact. To pause before we write and ask if this is the best foot that we can put forward for our children and young people. The power of words is not abstract – it is lived. It shapes lives and it is within our control to use language that upholds dignity, cares, promotes resilience, is empowering and ultimately promotes positive outcomes.

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