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Euphemism Treadmill:
Also see: Semantic Derogation
The concept of the "euphemism treadmill" refers to a linguistic phenomenon where words or phrases that are created to replace an offensive or unpleasant term eventually take on the negative connotations of the original term. This leads to a continuous cycle where new euphemisms are constantly created and then replaced as they themselves become viewed as offensive or insensitive.
The term was popularized by psychologist Steven Pinker.
A euphemism treadmill arises because the issue isn't with the words themselves but with the negative attitudes or realities they reflect. Changing the word doesn't change the underlying negative perceptions or stigma.
A term becomes offensive or stigmatized over time, leading to the adoption of a new, more neutral or positive term. However, if societal attitudes towards the concept remain negative, the new term gradually acquires the same negative connotations as the old term.
This can be seen in various contexts, such as terms for disabilities, ethnic groups, or bodily functions. For instance, the evolution of language around intellectual disability has moved from terms like “idiot” or “imbecile” in early medical contexts to “mentally retarded,” and then to “intellectually disabled” or “person with intellectual disabilities.”
The euphemism treadmill illustrates the limitations of language in addressing social stigma or discrimination. It suggests that changing attitudes and perceptions is more effective than merely changing terminology.
While some argue that the euphemism treadmill demonstrates the futility of political correctness in language, others see the evolution of language as part of a respectful and empathetic society that continually seeks to address and adapt to changing attitudes and understandings.
An ASL term that may be of interest: "DEAF-SCHOOL"
The concept of "Deaf School" is often signed by striking the pinky side of an "i" hand onto the top of the palm-down non-dominant "S"-hand. That sign evolved from striking two "i"-hands together as an initialized version of "SCHOOL." The English word to which the "i"-hands were initials for was "institution."
For example, in 1857, Congress chartered the school in Washington, D.C. as the “Columbia Institution for the Instruction of the Deaf and Dumb and the Blind.” That institution is the direct ancestor (parent organization) of what is now Gallaudet University: the name later changed to “Columbia Institution for the Deaf and Dumb,” then “Columbia Institution for the Deaf,” then “Gallaudet College,” and finally “Gallaudet University” in 1986.
(Source: The "Gallaudet_University" entry at Wikipedia.)
In the mid-1800s, the word "institution" carried a positive and prestigious connotation. Rather than suggesting confinement or a "clinical" coldness, it signaled permanence, legitimacy, and moral purpose.
By including the word "institution" in the name a Deaf school the founders likely sought to portray stability, authority, and seriousness.
"Institution" implied the organization was established by law or authority and intended to be a permanent fixture in society. It was also associated with advanced learning.
In the early 1800s, it was common for Deaf schools to be called "Asylums." For example the American School for the Deaf (ASD) in Hartford, Connecticut was originally named, "The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons" (Source, "American_School_for_the_Deaf" entry in Wikipedia).
At the time, "asylum" had a positive connotation -- referring to a place of safety or refuge.
As educational goals became more prominent, "institution" became the preferred term to highlight their role as centers of training and professional development before the word "school" eventually became the standard.
The word "asylum" was generally replaced by "institution." Later, the word "institution" evolved into "school."
Perhaps the evolution from "institution" to "school" was due to some facilities becoming overcrowded and focusing more on custodial care (of Deaf individuals with multiple disabilities) than education. In any case, the word "institution" began to take on a more negative association with isolation and control.
The transition from asylum -- to institution -- to school is an example of the Euphemism Treadmill -- a term coined by Steven Pinker in 1994 that describes the process where a "polite" or neutral word replaces a stigmatized one, only to eventually become tainted by the very same stigma it was meant to avoid.
Because the underlying social attitude of many in the broader Hearing society toward marginalized groups (e.g., Deaf people or the disabled) hasn't changed -- new words eventually "soak up" the old negativity, requiring a new replacement.
Eventually English speakers began to refer to institutes for the Deaf as "schools" for the Deaf or "Deaf schools."
Despite the change in the English label -- the sign DEAF-SCHOOL retains much of its original form - including at least one "i"-handshape.
Both the current English term "Deaf school" and the ASL sign DEAF-SCHOOL are sources of pride within the modern, culturally-Deaf, Deaf community.
Modern Deaf may think that Deaf people have always been proud of the terms "institute for the Deaf" and / or Deaf school. However there was a period of negativity that was primarily driven by the Oralist Era (roughly 1880–1960s), during which the very schools meant to serve Deaf children became sites of linguistic and cultural suppression.
Modern pride in the term "Deaf School" within the Deaf community is an example of linguistic reclamation -- which is also known as reappropriation or resignification.
Despite the in-group (Deaf community) reclamation or pride in the phrase "Deaf School" -- the larger English-speaking society however will quite likely continue its relentless march on the euphemism treadmill. As time goes on you may see more and more use of terms such as "center," "program," or some other (temporarily) positive word.
Notes:
TLDR: In essence, the euphemism treadmill demonstrates the dynamic nature of language and its interplay with social attitudes and perceptions. It underscores the idea that while language is a powerful tool for shaping and reflecting societal values, it alone cannot resolve underlying social issues or prejudices.
Also see: Semantic Derogation
A parent of a Deaf child writes:
Hi Dr Bill!Thank you so much for providing lifeprint and your youtube channel - it's been so invaluable in supplementing my in person ASL classes.
I have a deaf daughter and am considering the best steps in terms of school. Currently she is at a mainstream daycare that allows ASL interpretation, but obviously that is imperfect when it comes to interacting with the teachers and her peers. I live an hour from the nearest Deaf school. Would you say it makes a substantial difference sending a deaf child to a Deaf school where they can be immersed in Deaf culture and have all-Deaf/HoH friends, even if the test scores there are lower and its far away? Or to be in mainstream with ASL interpretation (and potentially amplification...although I know that's its own can of worms) where she can have more access to the hearing world and be in a higher-test-score school?
Thank you so much! If you don't have time to answer I understand. :)
████████ ██████ [Name redacted and some edits to protect privacy]
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On Feb 18, 2026 at 4:26 PM -0700, Bill Vicars wrote:
Hello :)
Facts, figures, tests, and such all too quickly depreciate in value as technology changes our lives in real time.
What lasts? Friendships, communication ability, a cohort, the joy of participation first-hand, the life-long status of having attended a culturally-respected school in which your signing skills become truly fluent and native-like, ... etc.
There are opportunity costs to everything. A lot just depends on a lot. The majority of CEOs and entrepreneurs did not get super high test scores. CEOs and entrepreneurs hire people who got high test scores to do boring work. A surprising number of entrepreneurs are dyslexic. They got bad grades but then went on to set up successful businesses. Why? Many of them spent their time in school figuring out how to "think outside the box" to get things done despite their challenges.
I was reading college-level material as a kid because I got hooked on reading comic books at a young age. I developed strong cognitive abilities (but apparently not humility) by getting hooked on chess and attending tournaments where I honed the ability to focus intently for hours at a time. Help your daughter choose personally inspiring and motivating addictions that lead to self-improvement.
The two main skills of the future are agility and adaptability. If you want a brilliant and successful daughter then get her hooked on reading, learning, communicating, getting involved, leading, and taking care of others.
Warm regards,
+ Bill
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William G. Vicars, Ed.D.
ASL University
https : / / Lifeprint(dot)com
https : / / YouTube(dot)com/billvicars
BillVicars @ aol . com
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On Feb 19, 2026 ████████ ██████ wrote:
Hi Dr Bill,
Thank you so so much for this insightful response! It confirms what I suspected is probably true. The most important thing for school aged kids is friendships and acceptance and inclusion. It doesn't matter how "test scores" look if your child is struggling with feeling excluded and othered or suffering from mental health concerns due to social isolation and audism.
I really appreciate your response and I hope you have a good rest of your week!
████████ ██████ [Name redacted and some edits to protect privacy]
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