Inclusive language - Your reference guide

Bradford District and Craven Health and Care Partnership

Inclusive language Your reference guide

2024/25

Introduction

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

There is power in words and language. In Bradford District and Craven, it is crucial that the language and words we use reflect our values, beliefs and work as a system. Language and the way we communicate is an important aspect in building trust and connection, helping to empower and include people if we get it right.

In line with our wider place-based values this guide is intended to be people-centred, highlighting inclusive leadership, compassion, empathy and creating supportive environments where everyone feels they belong.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Our overarching principles If you don’t have time to read all this guide, please read and apply the principles listed below.

1

Keep it simple: use clear, concise language with no jargon.

2

Centred around audience: what words and phrases include and exclude groups and individuals?

3

Identify the purpose: consider the type of communication. Is it text, verbal, video etc and think about the context in which you are using these words.

4

Be accountable: language evolves, it’s not static which means you won’t always get it right. When you don’t, apologise and take action to make it right.

5

Respect privacy: we all have the right to privacy and confidentiality and there will be some occasions where people do not want to or feel safe to disclose their protected characteristics.

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LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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“Inclusive language has the power to bring underrepresented voices to the forefront while making people feel included and valued.”

- Emily Lennon, King’s Fund Inclusive language teaches us to value other people for who they are. To be sensitive and respectful towards other people. It is about being aware of the language we use and the impact it may have on others, rather than just using a list of acceptable words.

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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Language matters, but we also recognise that it is complex and ever-changing. There is a wealth of information out there that can advise us on the right language to use but it can be overwhelming and difficult to know where to start.

This guide is designed as a starting point and an at-a-glance resource for colleagues, and we intend to build on it following feedback from you – the people using it or those who have helped contribute to its development. It has not been designed to cover everything.

This guide was co-designed with partners, representatives and allies from across Bradford District and Craven who specialise in race, gender, LGBTQ+ and disability.

The guide will be reviewed and updated on an annual basis. If you have any recommendations for the update, please email ria@bradford.nhs.uk

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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Who is it for?

Our inclusive language quick reference guide is primarily for communications and involvement professionals but can be used by wider workforce colleagues. It may be helpful to use this guide when onboarding new staff, or as a reference point when communicating with our diverse audiences and communities, with a focus on inclusion and belonging.

As communication professionals, it’s important to understand the impact of the words and phrases we use and how, when used incorrectly or in the wrong context, they can exclude groups and individuals. How people chose to identify is a personal choice and always needs to be

respected. Communicators are at the heart of creating an inclusive culture and they need to lead the way. We must be responsible for the language we use and deliberate in eliminating words that oppress people.

Communicators and colleagues using this guide should be aware that there may be individuals that disagree or do not identify with the terms and language suggested in this document. In this instance it is crucial to listen to what the individual has to say and hear the impact that using the language has on them.

If you have any feedback on this guide, we will consider it as part of our annual review process.

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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Language to empower When used carefully language can empower people, when used without careful thought it can harm communities and exacerbating bias.

When it comes to talking about inequalities, for example, using terms such as ‘deprived’ can have a specific meaning relating to neighbourhood deprivation. ‘Communities experiencing poverty’, ‘advantaged’ and ‘disadvantaged’ can be more suitable and avoids stigmatising or labelling people.

It is recommended that we avoid using terms like ‘hard to reach’, which is often seen to blame people and groups, and instead use ‘under-served’ or ‘rarely heard’ which shifts the responsibility to services to listen and reach out.

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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When using this guide, it is important to remember that there are many factors at play when it comes to discrimination and many people and groups face overlapping forms of racism, genderism, heterosexism, ageism and classism, among other variables. This is important to be aware of so we can understand how intersectionality shapes experiences and social inequalities.

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Reducing Inequalities Alliance

Considering intersectionality

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When writing about intersectionality the language and information we use can exacerbate stereotypes if not considered.

For example, in healthcare black women are four times more likely than white women to die in pregnancy or childbirth because of lack of access, structural racism and implicit bias they face as women and as black women. When presenting this information, in some cases, and in mainstream media, the reason for this statistic is omitted. By just stating ‘black women are four times more likely than white women to die in pregnancy or childbirth’ and not providing information on why this is, stereotypes are reinforced as people may misinterpret the information to believe that black women are more likely to die in pregnancy or childbirth because they are black.

Communicators must always give the relevant context when it comes to instances when there are overlapping factors at play to avoid exacerbating stereotypes.

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

Thank you

Brand guidelines

Race and language

Reducing Inequalities Alliance

Introduction

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Race and language Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

The different between race, ethnicity, heritage and nationality

Race

Race focuses on physical appearance, primarily skin colour and bone structure.

Ethnicity

Ethnicity refers to cultural identity and how this is articulated. A group of people with related traits in culture, faith, food, language and heritage could belong to similar ethnic group.

Heritage

Heritage refers to an individual’s ancestors and what they identified with.

For instance, someone born in Ireland to parents from Nigeria could say they have African heritage. They may not share the ethnicity (perhaps they can’t speak a Nigerian language) and may be Irish in terms of nationality

Nationality

Nationality refers to the place where someone was born and or holds citizenship.

Where you live and your ethnicity can also influence your nationality.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

When it comes to race, ethnicity and language, the words we use will often depend on the context in which we are using them and which community or group we are referring to.

By using the correct language when it comes to race, we can avoid furthering racial prejudice and discrimination and move towards equality. As with any other groups that may share some commonality, it is important to avoid generalisation or homogenising a group.

It is important to note that it is not always appropriate to mention a community’s or a person's race or ethnicity, so think about when and whether it is necessary to mention it.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

The use of ‘BAME’

Ethnically diverse means relating to or characteristics of a large group of people who have different national, racial, or cultural origins, who usually speak different languages, and describes the coexistence of the diverse races that exist around the world.

Black, Asian and minority ethnic (BAME) is a term that has been widely used, however it has been criticised for various reasons and is now a term we should avoid using. BAME centres whiteness by referring only to non-white groups, which does not consider white minority ethnic groups. It is considered by many a lazy classification which groups together many diverse ethnicities.

However, we are aware that some partners in the district are using other terms, including ‘global majority’.

Global majority is a collective term that refers to people who are Black, Asian, Brown, dual-heritage, indigenous to the global south, and or have been traditionally referred to as 'ethnic minorities'.

Globally, these groups currently represent approximately eighty per cent (80%) of the world's population making them the global majority, not a minority.

Instead of using the term BAME, be accurate and specific to the group you are referring to. Consider how the person or group you are talking to prefers to be referred to as. How do they self-identify?

Ethnic minority, ethnic diversity or global majority?

Our current recommendation is to use the term ethnically diverse as this is the one agreed by the West Yorkshire Strategic Race Equality Network – a staff network with colleagues from a range of sectors and agencies across our region.

While the term ‘ethnic minority’ is still widely used and accepted, in West Yorkshire the term ‘ethnically diverse’ or ‘ethnic diversity’ has been agreed as a term to use among health and care organisations instead,where an ethnic group is not a minority.

Introduction

Race and language

Gender and language

LGBTQ+ and language

We know in Bradford District and Craven, many groups referred to as ethnic minorities make up the majority of our population in some of the localities we cover.

Disability and language

Further reading and support

Thank you

Person-first language

Stereotypes and generalisations

When talking about a specific person it is important to use person-first language which emphasises the person and not their ethnicity. This avoids reducing someone to just their ethnicity. For example:

It is important to avoid the use of broad terms, generalisations and stereotypes when talking about race and ethnicity. We can be aware of our own biases and understanding by trying to critically analyse our current language and beliefs.

‘A person from the Irish Traveller community’ rather than ‘an Irish Traveller’

There are many nuances between and within communities which should be acknowledged. Be specific as possible and avoid placing people in broad categories.

‘A person from the South Asian community’ rather than ‘a South Asian person’ ‘A person from the Caribbean community rather than ‘a Caribbean person’

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

If we get it wrong Language is always evolving which means that we are likely to get the language we use around race and ethnicity wrong at some point. That’s okay andwill help us learn. In the UK and around the world, racism is still present, and we have been raised in a society where racist language is used. Often, we have unconscious bias or use language that is not inclusive and can be harmful.

If you’re unsure about which language you should be using when it comes to race, seek help or ask how a person would like to be referred to as or which ethnicity they identify with.

If you get it wrong or are corrected on your use of language, acknowledge it, apologise and take action to make it right. This may be as simple as switching to the term you have been asked to use. If you have been corrected, be open and respectful and have a conversation with the person who has highlighted your language to decide which term would be more inclusive.

You could try saying, “sorry, I got that wrong, please tell me what I should use instead?”

Avoid over-apologising and instead focus on learning from feedback and from positive examples of inclusive communications from wider industries.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Gender and language Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

When it comes to gender and language it is important to use words that do not discriminate against a particular sex or gender identity and instead promotes gender equality. This can be somewhat difficult when living in a society that still has work to do on eradicating gender biases.

We all have unconscious bias and our views, choices and decisions are influenced by this.

However, using gender-inclusive language helps us move towards a more equitable society, where diverse teams with a range of viewpoints and opinions perform better.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Avoiding assumptions

It is also important to not assume heterosexuality in our communications, or that it is the norm.

Colleagues should use language that is inclusive of all genders, including those in the LGBTQ+ community, which is referenced later in this document.

Historically, language has often favoured men and reinforced gender inequalities. Many languages and societal norms have been structured in a way that assigns more power, visibility, and importance to men.

Practically, this may include reviewing and updating written materials, including policies, guidelines, and forms, to ensure they are inclusive and do not favour one gender. Where possible surveys, forms and other documents should provide options beyond just male and female and use gender-neutral language.

For example, job titles that previously ended in ‘–man’ limited the visibility of women’s contributions and assumed an all–male workforce. Today we have moved to gender neutral equivalents such as police officer instead of policeman/policewoman, spokesperson instead of spokesman, chair/chairperson instead of chairman.

It is important we use more inclusive terms like this to avoid reinforcing gender stereotypes and inequality.

Consider using gender-neutral or inclusive alternatives where possible.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Stereotypes and generalisations

Intersectionality

Avoid assuming gender based on appearance or making generalisations. When we use sweeping statements or stereotypes, we reinforce the notion that certain traits, behaviours, and roles are appropriate or expected for individuals based on their gender. This can widen gender inequalities.

As mentioned in the introduction of this document, gender stereotypes intersect with other forms of discrimination, such as race, sexuality, and disability.

This is something to be aware of as one person may be facing discrimination and disadvantage on more than one front.

As a general rule of thumb, we should avoid using masculine or feminine language. For example, using "they" as a singular pronoun rather than ‘he’ or ‘she’.

Relevance In many situations, defining or highlighting a person’s gender is simply not relevant in our communications.

This can be done using the strategies mentioned in the ‘stereotypes and generalisations’ section and also using a passive voice or removing gendered words or loaded terms.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

LGBTQ+ and gender identity language Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

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Gender refers to our internal sense of who we are and how we see and describe ourselves, this is our gender identity.

Gender is broader than just male or female. Someone may see themselves as a man, a woman, non-binary (neither) or gender fluid (not having a fixed gender).

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

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Biological sex and gender identity A person’s biological sex and gender identity can be different.

• Biological sex (also known as assigned sex) is the label a person is assigned at birth, based on medical factors such as hormones, chromosomes, and genitals. This will be on a person’s birth certificate.

• Gender is associated with expectations society and people have about what behaviours, thoughts and characteristics are linked with a person’s biological sex.

For example, before a transgender person has transitioned and undergone gender reassignment, their gender identity is likely to be different to their biological sex. So, a person may be biologically female but identify as male gender.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Inclusive LGBTQ+ language By using inclusive LGBTQ+ language we show respect and recognition for a community which has faced and continues to face discrimination locally, in the UK and around the world. It demonstrates that we are allies with the LGBTQ+ community and helps to create an environment of acceptance, where people feel valued and seen for who they are.

Language is fluid and ever changing within LGBTQ+ communities, so it is important to educate yourself and stay updated with new terms, and language that is no longer used.

If you use an outdated term, listen, be open minded and adapt as necessary.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

LGBT+ versus LGBTQ+

Be accurate

LGBT+ is an umbrella term for the lesbian, gay, bisexual and transgender community. The plus (+) represents the multiple ways that people within this community can identify or describe themselves in terms of their gender identity or sexual orientation.

As familiarity and awareness around the range of terms people from the LGBT+ community use to identify their sexual orientation and / or gender identity has grown, other versions of the LGBT+ initialism/abbreviation have become more common.

Just like when using language around race and ethnicity, it is important to use accurate and respectful terms. This helps to educate others and challenges stereotypes. Refrain from making assumptions about someone's sexual orientation or gender identity based on appearance or any other factor. This is known as ‘misgendering’ and can cause distress and hurt. Remember that LGBTQ+ individuals are diverse and may have different experiences and identities.

The most common alternative to LGBT+ in the UK is LGBTQ+. This stands for lesbian, gay, bisexual, transgender and ‘queer’ and /or ‘questioning’.

Questioning is where a person is taking time to understand their sexual orientation and or gender identity.

Your approach should be led by how an individual or group wants to be referred to. If you are unsure of this, simply ask how an individual would like to be referred to or use their name and gender-neutral pronouns such as ‘they’ rather than binary terms like ‘he’ or ‘she’, ‘ladies and gentlemen’ or ‘men and women’. For an example of an inclusive greeting at an event it would be better to start with ‘good evening everyone’.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Pronouns

The use of ‘queer’

Pronouns are important and not something that should be assumed. For transgender people, as an example, the use of the wrong pronoun could feel uncomfortable and painful, and they may prefer to be referred to as they/them, unless they have stated otherwise. We can reduce people feeling uncomfortable by moving increasingly towards gender neutral language and terms.

Some people within the LGBTQ+ community have reclaimed the word ‘queer’ and are proud to belong to the queer community. However, due to its history of being a slur many people can be unsure whether and how to use it and in older generations, individuals can find it difficult and uncomfortable to use. This is a good example of language that has evolved over time to have a different meaning.

General advice is to only use the term ‘queer’ when the person identifies with this language and has referred to themselves as queer.

To help support the LGBTQ+ community, many people in our society have started to proactively share and explain their own pronoun preference, such as by adding their pronouns to their social media profiles or email signature (she/her, he/him, they/them for example). This helps normalise the process of stating your gender and it is one of the easiest ways to be an LGBTQ+ ally.

It is also important to refer to a person by the name they have presented you with, and not with their ‘deadname’. To deadname is to call or refer to someone by a name they no longer use. This former name could be a name a transgender person had prior to transitioning, as an example, and can feel invalidating.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

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LGBTQ+ inclusive communications

Privacy

We should consider the LGBTQ+ community in our communications to ensure they are included. This could include removing titles such as ‘Mr, Ms, Mr and Mrs’ for communications, removing gender boxes on forms where it is unnecessary, avoiding heteronormativity (the idea that everyone is or should be heterosexual) and making sure the community is visibly included in materials. By including and having representatives from the LGBTQ+ community involved in the communications we produce we will ensure they are more inclusive. Listen to the community, hear their stories and reflect it back in the communications we create. When collecting equality monitoring data, we need to ensure we are reflective of gender-neutral terms.

We all have right to privacy and confidentiality and there will be some occasions where people do not want to or feel safe to disclose their gender identity.

It is not always appropriate to ask a person about their sexual orientation or gender identity – read the room and think about the situation you in.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Disability and language (including mental and physical health)

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Many of us know and work with colleagues with visible disabilities or long-term conditions.

However, many conditions are hidden, impacting a person's cognitive, emotional, or physical functioning, including their mental health.

It is important that we respect the diversity and individuality of people with disabilities, long-term conditions and mental health conditions by using language that acknowledges their capabilities, and contributions. There are many ways we can do this.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Talking about disability It is also important to note that many people may not consider themselves to be disabled and relate instead to having a long-term condition. There are also colleagues with neurodiverse conditions like dyslexia, ADHD or autism who would not consider themselves to be disabled and instead recognise the strengths that these conditions give them, rather than what is difficult.

‘Disability’ is not a word we should skirt around; we can use it and be accurate when we do so. But to be accurate when we use it, we need to be clear on what it means and understand that disability, long-term conditions, physical impairments and mental health conditions are common within our workplaces and within our communities.

Under the Equality Act, a disability is a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on a person’s ability to do normal daily activities. However, many people prefer the social model of disability which states that people are disabled by structures, environments and social systems – not the person themselves. We should be accurate about the disability a person has and if we are unsure, be open and ask them what language they would prefer when referencing their condition.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

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Make communications accessible

Avoid the ‘hero narrative’

Under the Equality Act public bodies have a statutory duty to provide content in an accessible format.

In the NHS, for example, there is an Accessible Information Standard that NHS organisations providing care must follow. Inaccessible content can result in being fined, but more importantly it means that colleagues and members of the public accessing our communications and messages are excluded and unable to understand them.

Also known as ‘inspiration porn’, a term coined by Stella Young. While some people do refer to their long-term conditions as superpowers, for many people having a disability or being neurodivergent is not something that is inspirational or a ‘brave struggle’, it is simply a normal way of living. For many people, their conditions give them other strengths.

Using inclusive language includes swapping terms like ‘suffers from autism’ to ‘living with autism’ and avoiding battle terminology like ‘fighting multiple sclerosis (MS)’ and replacing with ‘living with MS or ‘diagnosed with MS’.

Making sure our language is accessible includes using simple and concise words, using Alternative Text on images, using colours that contrast each other, making hyperlinks accessible, using captions on videos and using accessible font. If you are creating documents and content on Microsoft, there is a built-in ‘Check Accessibility’ function which can support you with this. Another example is using OpenDyslexic font, which is designed to to increase readability for readers with dyslexia. You can find more information about how to make content accessible in the ‘Further reading and support’ section of this guide.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Individuals with disabilities or health conditions are capable and equal members of society, avoid using language that patronises or undermines them.

Disability and language

Further reading and support

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Person-first language

Avoid ableist language

When talking about a specific person many people living with long-term conditions or disabilities prefers person-first language which emphasises the person and not their disability or mental health condition.

This avoids reducing someone to just their disability.

For example:

Ableist language is words, phrases or expressions that have been used historically that discriminate against people with disabilities and mental and physical health conditions and perpetuate stereotypes. For example, avoid ‘wheelchair bound’ and instead use ‘wheelchair user’, or using ‘unusual’ or ‘unique’ instead of ‘crazy’, ‘stupid’ or ‘insane’.

Luc is a person with disabilities.

To note: deaf with a lowercase d, generally refers to anyone who has a significant hearing loss. Deaf with a capital ‘D’ refers to a specific cultural and linguistic community of people who are deaf and often use sign language as their primary means of communication such as British Sign Language (BSL).

Saadia, a person who is Deaf.

They have hypermobility.

However, if a person identifies more with the social model of disability mentioned earlier in this document, they may prefer to be referred to as ‘a disabled person’ – someone who is disabled by a world that is not equipped to allow them to participate and thrive. Our guidance here would be to listen to how people talk about their disability themselves and take your cue from them.

Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Further reading and support Introduction

Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

Thank you

Please see below a list of further reading and support around inclusive language General • Inclusive language glossary, InCommunities • Communications and engagement toolkit to be used when communicating directly with socially deprived communities, by NHS England • How to talk about the building blocks of health, Health Foundation toolkit • Bias-free language and intersectionality, APA style • Inclusive Language Guide, Oxfam • How to write in plain English, The Plain English Campaign • EDI guides, Chartered Institute of Public Relations Throughout this guide we have taken reference from Humber and North Yorkshire Health and Care Partnership’s Inclusive Language Guidance

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Race and language

Gender and language

LGBTQ+ and language

Disability and language

Further reading and support

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Please see below a list of further reading and support around inclusive language Race

Gender

• The Power of Language, Race and Health Observatory

• Gender bias decoder, Totaljobs • How to check for Inclusive Language in Microsoft Word, How to Geek

• Use of language: race and ethnity, Advance HE

• What is Gendered Language?, Future Learn • The subtle ways language shapes us, Nayantara Dutta

This is a title LGBTQ+ and language

Disability and language

Further reading and support

Brand

Gender and language

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Brand guidelines

Race and language

Reducing Inequalities Alliance

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Please see below a list of further reading and support around inclusive language LGBTQ+

Disability

• ABC of LGBTQ+ Inclusive Communication guide for health and social care professionals

• Accessible Information Standard, NHS England • Accessible Communication, by Charity Comms

• Language that liberates: 10 practical tips for LGBTQIA+ inclusive language, by Fighting Talk

• Access to Work, support if you have a disability or health condition, GOV.UK

• Resources for Trans & Non-Binary people, The Rainbow Project

• OpenDyslexic font, OpenDyslexic • WeAreThe15 video, Paralympic Games

For suggestions and updates to this guide, please email ria@bradford.nhs.uk

This is a title LGBTQ+ and language

Disability and language

Further reading and support

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Gender and language

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Brand guidelines

Race and language

Reducing Inequalities Alliance

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Thank you

Introduction

Race & language

Gender & language

LGBTQ+ language

Disability and language

Further reading and support

Thank You

We’d like to thank colleagues from organisations across our district for contributing to this guide, including: • Abbie Wild, Bradford District and Craven Health and Care Partnership • Amy Bullard, Race Equality Network • Freya Sledding, Airedale NHS Foundation Trust • Humma Nizami, Race Equality Network • Johanna Barkwith, Airedale NHS Foundation Trust • Kez Hayat, Bradford Teaching Hospitals NHS Foundation Trust • Louise Tornetta, Airedale NHS Foundation Trust • Marianne Cuthbertson, InCommunities • Piers Telemacque, Race Equality Network • Sarah Firth, Bradford District and Craven Health and Care Partnership • Shak Rafiq, Bradford District and Craven Health and Care Partnership Next review date: August 2025

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• Sophie DiMauro, Bradford District and Craven Health and Care Partnership • Zahra Niazi, Wellbeing Board

LGBTQ+ language

Disability and language

Further reading and support

Brand

Gender & language

Thank You

Brand guidelines

Race & language

Reducing Inequalities Alliance

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