As a third-grade teacher, Lily Howard Scott noticed how she spoke to students impacted more than just their experience in the classroom. How teachers speak to their students and intentional shifts in language can nurture children’s inner lives, foster self-regulation and reduce perfectionism, she says, and become their inner voice.

“The thing about teachers, particularly elementary school teachers, is they have this superpower, which is that they catch kids at a moment where their capacity for neuroplasticity is more remarkable than it will ever be again. These kids are developing sort of theories about themselves and their abilities, and they're sort of bucketing themselves in all sorts of ways that may stay with them for the rest of their lives,” Scott says. “They're establishing thinking patterns that will stay with them, and elementary school teachers spend 1000 hours a year with their students in the same connected classroom…Just subtle shifts in language that help kids learn these basic things, that they have agency within, that they can choose which thoughts and feelings to amplify and which to quiet.”

Scott shares that young children are remarkably receptive to reflective conversations about language and often adapt the terms in creative, personal ways — such as a student renaming their “inner voice” the “President Decider.” She highlights the power of reframing mistakes as "brilliant mistakes," which invites curiosity rather than shame. This shift, supported by neuroscience and the work of researchers like Lisa Feldman Barrett and Carol Dweck, helps children interpret challenges with a mindset geared toward growth and resilience.

How to make these shifts is now the focus of Scott’s work and the central theme of her book, “The Words that Shape Us,” where she shares classroom-tested strategies and brain-changing teacher language.

Learning to speak differently as a teacher or even parent can be challenging, but Scott stresses the importance of modeling lifelong learning alongside children. For instance, by admitting their own struggles with perfectionism or learning from errors, teachers can foster trust and mutual growth. Scott explains that language like “feelings are visitors” (inspired by Rumi’s The Guest House) helps children understand emotional regulation and agency. She admits that young children are particularly receptive to language shifts. Perhaps even more importantly, the effort to tweak how we speak to children may also play a role with children’s mental health.

“If your mind is better company when you're seven, you hold on to these language nuggets and you repeat them to yourself when you're 17, so I think elementary school, it's not the precursor to serious learning. It's the most serious learning, and we should tip our hats to elementary school teachers and understand the immense and enduring influence they can have,” she says.

In this episode, Scott shares insight into when children are taught empowering, compassionate language early, they carry it with them for life, enabling healthier thinking patterns and emotional well-being. She provides caution against well-meaning but common phrases like “try harder” which may inadvertently shame children.

The Words We Choose: How Language Shapes Children's Emotional Lives

The Harvard EdCast