Creating Inclusive Content
We value individual differences and the diversity that this brings. We work hard to ensure no-one is at a disadvantage because of who they are.
Inclusion and accessibility
Content can be an enabler or a barrier to diverse communities, so it’s important that we create content that is inclusive and evokes belonging.
Through the content that we create, we are at risk of displaying bias. We may use language, imagery, sounds and layouts that leave some people feeling that they don’t belong here.
We should craft content with inclusion at the forefront of our mind. This opens our community up to more diversity, and demonstrates to everyone that we care and strive to empathise with them.
Best practice in creating inclusive content is about scrutinising our choice of words and images. Most importantly, we must check the assumptions we make about our audiences when creating content for them.
It is easy to mistake inclusion for accessibility. It is crucial we ensure that we meet accessibility standards in our content. Accessibility is a key part of inclusion, which is why it has its own section in this guide.
Who are we designing inclusive content for?
When designing inclusive content, we make sure that biases or assumptions aren’t reflected in our words, images or sounds. Biases and assumptions might relate to:
- race
- gender
- LGBTQ+
- age
- disability
- mental health
- faith, religion or belief
- family structures
- life experience and social capital
Best practice in creating inclusive language
Our guidance can help you ensure that you’re practising the foundations of great inclusive content design.
Ensure diversity of representation in the content and experiences that you create. This applies to content such as images of groups of people, and the speaker line-up at events and on panel discussions.
Language to avoid
Use gender neutral language and avoid language that suggests that gender is binary (for example 'the opposite sex'). This extends to words that indicate a relationship (for example use 'parent' instead of mother/father).
Avoid using language that has negative connotations attached to disability, such as 'blind spot' or 'tone deaf'. Practise identifying and removing ableist language from your content.
Don’t use language that refers to age or makes assumptions about age unless it’s relevant to the topic. For example, refer to 'students' instead of 'young people'.
Avoid referring to family structures when it is not relevant to the topic. For example, use 'when you arrive in halls for the first time' instead of 'when your parents drop you off at halls for the first time'.
Also avoid any language that suggests there is a default or norm in family structures, such as 'traditional family unit'.
Consider alternative approaches
Find alternatives for language that assumes a particular life experience or level of knowledge. If this is unavoidable then clearly explain any specialist terms.
In higher education we use many phrases that those with experience of university may understand. Language such as 'faculty, undergraduate and alumni' may be unfamiliar to users experiencing university for the first time.
When planning images, especially images of people, consider how users might perceive them. Do they represent the University's commitment to diversity and inclusion?
Avoid creating content that reinforces any form of stereotype or power dynamics. For example, images of a group of women listening attentively to a white man speaking to the group.
Ensure that imagery represents a range of diverse body-types and does not imply a default of young, slim-build and able-bodied.
Don’t be afraid to ask, and also to recognise that your approach may need to change over time.