Gen Alpha slang international school teachers should know
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Gen Alpha slang is everywhere – including the classroom. Stay in the loop with our clear, practical guide to understanding the latest student language and culture. [Ed: Oh boy, do we feel old...]
Picture this: you’re circulating during a group work activity when you overhear one student mutter “That activity was mid”, followed by, “Nah, it kinda slaps”. Everyone nods. You maintain a smile on your face, silently wondering whether you should be offended, concerned or satisfied.
If that sounds familiar, you’re not alone.
There’s always been somewhat of a generational gap when it comes to language, but social media is accelerating how language spreads and mutates. This is where Gen Alpha slang comes in. Understanding it isn’t about trying to be cool – it’s about avoiding misunderstandings, reading tone more accurately and building rapport with students.
When you understand what your students are saying, it’s easier to read classroom dynamics and choose examples that connect more naturally with student culture. You’re not invading their world – just learning enough to navigate it.
Let’s take a look at some examples to make school life less confusing.
Common Gen Alpha slang (and what your students actually mean)
Positive expressions
A lot of Gen Alpha slang words are surprisingly positive (good to know when you hear them as descriptors of your lessons!).
| Term | Meaning and usage | Example and explanation |
| Rizz | To have charisma or social confidence (often ironic) | During group work, a student says about another: “He’s got no rizz.” The student feels that their peer is difficult to work with/not contributing much. |
| Slay | To do something exceptionally well | “She slayed that maths test.” / “Slay!” The student is celebrating their friend’s results |
| Bussin' | Extremely good (often food, sometimes activities) | “This task is bussin.” The task is fun/interesting/engaging. |
| Fire/lit | Excellent, exciting or impressive Similar to slaps | “That science experiment was fire.” / “That game slaps!” The student enjoyed the experiment / the student liked the game. |
| No cap | To be serious. Often at the end of a sentence, in combination with other phrases for emphasis | “That test was hard, no cap.” The student really means that they found the test challenging. |
| Ate/left no crumbs | To do something perfectly | “She ate and left no crumbs with that essay.” The student thinks that their friend aced the essay. |
Negative expressions
Not all Gen Alpha slang is complimentary. Some is used to judge or quietly dismiss – and that can shift the classroom atmosphere fast.
| Term | Meaning and usage | Example and explanation |
| Cheugy | Outdated, trying too hard. Pronounced choo-ghee | “Those posters are so cheugy.” The student thinks that the posters are old/ugly. |
| Mid | Mediocre or underwhelming | “That worksheet was mid, I finished it in five minutes”. The student found the worksheet easy and unstimulating. |
| Cringe | Embarrassing or awkward | “Why did he read it like that? So cringe!” The student thought that the reader’s delivery was strange. |
| L/taking an L | A loss or failure, as opposed to a ‘W’ (win) | “I took an L on that assignment.” The student feels disappointed because they don’t think they performed well on the assignment. |
| Ick | Sudden feeling of disgust or discomfort | “That noise gives me the ick.” There’s something about the noise that the student doesn’t like. |
Descriptions used to label people and behaviour
These terms often appear when students talk about others rather than to them.
| Term | Meaning and usage | Example and explanation |
| Sigma | Independent, doesn’t follow the crowd | “He thinks he’s a sigma because he sits at the back”. The student is criticising the person at the back of the room. |
| NPC | Non-playable character from video games Someone going through the motions without engagement | “He just copies the board like an NPC.” The student thinks that the person is mindlessly copying the board. |
| Main character | Acting like the protagonist | “She’s in her main character era today.” / “Main character behaviour.” The person being discussed is bold and very present in the situation. Can be a compliment or an insult. |
| Delulu | Delusional or unrealistic | “You didn’t study and expected a 9? Delulu.”’ Whoever didn’t study and hoped for a high score was being unrealistic in their goals. |
Digital culture slang
These words and phrases are pulled from online spaces into everyday classroom talk.
| Term | Meaning and usage | Example and explanation |
| POV | Point of view Set up a situation or scenario | “POV: you forgot your homework and the teacher starts walking towards you.” The student is narrating what is happening from their perspective. |
| IRL | In real life | “He’s quiet online but confident IRL.” The student is commenting on someone’s digital and real-world identity. |
| Brain rot | Mental overload from consuming too much low-quality content | “I’ve got brain rot from watching TikTok for three hours.” The student feels numbed or even dumbed down because of watching social media for so long. |
Filler words
These words soften statements, signal agreement or assess mood.
| Term | Meaning and usage | Example and explanation |
| Lowkey / high key | Mildly / strongly | “I’m lowkey confused.” / “I’m high key stressed.” |
| Vibe check | Assessing mood or energ | “This class needs a vibe check after lunch.” |
| Sus | Suspicious | “That excuse for missing homework is sus.” |
| Bet | Agreement | “We’re starting the task now.” “Bet.” |
Dos and don’ts of using and responding to slang in class
You don’t need to memorise a Gen Alpha slang list or start dropping phrases into your instructions. How you respond to slang matters far more than whether you use it yourself.
Do listen for context
Slang is all about tone and situation. The same word can be praise, sarcasm or criticism depending on how it’s said. Listen carefully to students to understand what they’re actually communicating beneath their words.
Do ask when you don’t know
A simple “What does that mean?” shows genuine interest in how students talk rather than judging them. Students usually enjoy explaining their slang and you can both come to talk about how language evolves over time.
Don’t overuse slang to sound relatable
Using some terms occasionally is fine. Using lots of them – or using them incorrectly – can feel very forced. Students spot this instantly and it can quickly become awkward.
Don’t mock or dismiss student language
Slang isn’t ‘bad English’ – it’s context-specific language. Dismissing it as improper shuts down communication with your students. You can still teach formal register and appropriateness without devaluing how students speak with their peers.
Stay curious and pay attention to Gen Alpha slang
Language evolution is natural and classrooms are where it’s often most visible. Slang changes fast, but it reflects how students connect and make sense of the word around them. Being curious about it allows you to stay informed around, and more empathetic towards, your students.
You’re not aiming to be fluent in Gen Alpha slang – just more open to it. And when you stay interested in the language and culture of your students, you ensure that you learn alongside your students.
Further reading
Find more ways to improve your communication with young students. Read How to bring ‘interdisciplinarity’ into your teaching, The distraction dilemma: How your students still learn with selective attention and Neurodivergence in schools: What is it and how can you recognise it?
Grace Brennan
Grace Brennan is a journalist specialising in educational content, focused on current trends in education, innovative classroom practices, and strategies for engaging students in learning.