New research shows one in three students have faced bullying or discrimination because of their name, with lasting effects on identity and education.
The study by online tutoring company Preplay, which involved UK residents from 44 cultural backgrounds, found that one in three individuals feels they have experienced bullying or discrimination because of their name.
Among those with non-Anglo names who identified schools or universities as the place where name bias most often occurred, 98% experienced frequent mispronunciations of their name while 61% chose to change or shorten their name during their education to avoid negative attention.
Two in five students (41%) reported bullying or discrimination over their name at school or university. Most (88%) said this could be avoided if teachers and peers simply asked how to pronounce it, rather than guessing or avoiding it.
A significant 82% said mispronunciations left them feeling negatively affected, and 59% believe refusing to learn someone’s name properly is a form of disrespect or microaggression.
The impact on learning outcomes
To explore the impact of this issue more deeply, Preply partnered with psychologist Nilou Esmaeilpour from Lotus Therapy and Counselling Centre.
“A child’s name is often their first marker of heritage, family, and belonging, and when it is continually said incorrectly, it can create a sense that who they are is not being acknowledged or respected,” Esmaeilpour said.
“Many children begin to feel like they stand out for the ‘wrong reasons’, and over time, this can erode their self-esteem.”
Esmaeilpour said the psychological toll can also manifest in the classroom.
“When children feel that their names and, by extension, their identities, are not valued, they may hesitate to speak up in lessons, fearing that teachers or peers will dismiss them or get their name wrong in front of everyone,” she said.
“This reluctance to participate can directly impact their educational outcomes, as confidence and classroom engagement are strongly linked to academic achievement.”
How teachers can adapt
Esmaeilpour said although it might be seen as a small act by some, when teachers make the effort to learn and correctly pronounce their students’ names, it sends an immediate message of respect and inclusion.
“For children, especially those of non-anglo descent, it signals that their background is valued and welcomed in the classroom.”
Below, Anna Pyshna, a spokesperson for the online language learning marketplace Preply, shares some tips on how teachers can navigate inclusivity via names.
Ask, don’t assume
It is always best practice if you are unfamiliar with a name to ask how it is pronounced rather than basing their name on an assumption. At the start of the year, maybe consider an icebreaker whereby students introduce themselves and state the way they would like their names to be pronounced.
If you make a mistake, acknowledge it
None of us are void of mistakes, but it’s about handling the situation with respect and acknowledging a mistake rather than glossing over the situation. This is key in making the student feel they remain valued in the classroom.
Avoid Anglo-cising or shortening names
While some may think that shortening a name can be a sign of a good relationship, for others, shortening a name can feel like rejection. To encourage a more EDI-friendly environment, please avoid Anglo-cising or shortening names.
Pyshna said it is important to put the shoe on the other foot in situations like these.
“It may simply be unfamiliar to you right now, but it deserves the same respect you would expect of your own name.”
In response to the findings, Preply has launched a free IPA (International Phonetic Alphabet) Name Pronunciation Guide, designed to help people learn how to pronounce names correctly, confidently, and respectfully.