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Belonging is widely recognised as a foundation of student engagement, retention and success in higher education. Universities may implement broad diversity policies, but everyday actions are key to promoting belonging. A person’s name is often the first gift we give one another and getting it right boosts connection, inclusion and trust. This blog post dives into research revealing how simply pronouncing names correctly can enhance belonging for both staff and students.

What’s in a name and why it matters

Names have a huge influence on who we are. Neuroscience research has shown that hearing one’s own name activates regions of the brain linked to self-awareness and recognition (Carmody & Lewis, 2006). However, in academic and professional spaces, names are often mispronounced, shortened without permission, or anglicised. These subtle acts serve as harmful racial microaggressions (Kohli & Solórzano, 2012).

‘In academic and professional spaces, names are often mispronounced, shortened without permission, or anglicised. These subtle acts serve as harmful racial microaggressions.’

Recent surveys reveal the scale of the issue. Fattoracci and Garcia (2024) found that 38 per cent of UK employees have had their names mispronounced at work, while 74 per cent reported difficulty pronouncing colleagues’ names. The impact in the classroom is significant. Studies suggest that when educators take the time to learn and use students’ names correctly, it strengthens rapport, boosts engagement and improves retention outcomes (Miller et al., 2025). Conversely, repeated mispronunciation can contribute to feelings of cultural alienation, discomfort and identity suppression (Chakravorty, 2021).

Furthermore, research with Chinese international students in North America found that many adopt anglicised names as a coping strategy to avoid embarrassment or exclusion (Zhang & Noels, 2024). Although most educators express a desire to get names right, many lack the tools, training or institutional guidance to support inclusive name practices. As Pilcher and Deakin-Smith (2025) argue, system-level change is needed to shift responsibility from individuals to institutions.

Turning intent into action

Say My Name, inspired by Race Equality Matters UK, helps organisations build a sense of belonging by encouraging accurate name pronunciation and the use of phonetic spellings. The #MyNameIs campaign urges people to add phonetic spellings to email signatures and badges, use tools to help with pronunciation, and include this guidance in staff training (Race Equality Matters, 2023). These strategies move responsibility from individuals to institutions, addressing name-related issues and promoting inclusion and respect.

Building a culture of belonging takes more than good intentions; institutions need clear, consistent practices to encourage respectful interactions. For universities, the steps set out in figure 1 offer straightforward actions to promote accurate pronunciation and daily inclusion.

Figure 1: Inclusive naming practices

Phonetic spellings in signatures and profiles encourage accurate name pronunciation. Tools and training support shared inclusion and highlight the significance of names in identity (Pilcher & Deakin-Smith, 2025). Sustained investment in training, resources and leadership is essential for an inclusive culture.

Conclusion

Inclusion in higher education relies on everyday actions, not just policies or campaigns. Pronouncing names correctly affirms identity and promotes belonging, strengthening recognition and trust in academic spaces. Further research should examine how these practices affect student outcomes, identity and participation, as well as identify factors influencing their adoption across digital and institutional systems. Advancing such work could help embed inclusion sector-wide. Ultimately, saying names correctly is both a professional and human responsibility. A key step towards building inclusive communities.

References

Carmody, D. P., & Lewis, M. (2006). Brain activation when hearing one’s own and others’ names. Brain Research, 1116(1), 153–158.

Chakravorty, I. (2021). What’s in a name? Why it is of vital importance to get the pronunciation right? That which we call a rose by any other name would smell as sweet’. Sushruta Journal of Health Policy & Opinion, 14(2).

Fattoracci, E. S. M., & Garcia, L. R. (2024, March 7). The power of proper pronunciation: Applying thoughtful approaches to pronouncing an unfamiliar name can enhance inclusivity and belonging at work. MIT Sloan Management Review.

Kohli, R., & Solórzano, D. G. (2012). Teachers please learn our names! Racial microaggressions and the K-12 classroom. Race Ethnicity and Education, 15, 441–462.

Miller, J., Croft, C., & Stokowski, S. (2025). Call me by my name: The impact of instructor knowing student names on inclusion. Physical Educator, 82(1), 65–84. Ìý

Pilcher, J., & Deakin-Smith, H. (2025). ‘That’s not my name’: Identity work by university students with minoritised names. Equity in Education & Society. Advance online publication.

Race Equality Matters. (2023). ‘#MyNameIs campaign findings’

Zhang, Y. S. D., & Noels, K. (2021). The frequency and importance of accurate heritage name pronunciation for post-secondary international students in Canada. Journal of International Students, 11(3), 608–627.