The Paradox of Student Profanity

While student rulebooks routinely label swearing as a form of misconduct, the reality in today's classrooms is far more nuanced.

- LIM WOONG

Many teachers find it hard to address, as students often use offensive language casually—sometimes to vent frustration, sometimes to assert identity, and at times, unfortunately, to wound others. Yet research shows that swearing, when used with intent and in the right context, can have psychological benefits. It can increase pain tolerance, enhance physical performance and, in certain social settings—especially among adolescents—serve as a tool for bonding, signaling closeness and trust.

This paradox calls for a more thoughtful approach—one that helps students develop a filter for language that balances expressiveness with respect. Rather than simply policing language, educators might frame swearing as a rich linguistic and cultural phenomenon worthy of academic discussion. Doing so would allow students to explore the difference between profanity that expresses emotion or solidarity and hate speech meant to harm and incite fear or division. More importantly, they would learn how language use must vary with context. After all, becoming a mature communicator means using language strategically—something tied to voice, identity and social awareness. Language, like conduct, must fit its setting—just as sermons don't belong in clubs and screaming doesn't belong in operas.