Here is a definition of the terminology used on this site.

• loss: Loss refers to the experience of something meaningful being taken away or no longer available. In education advocacy, families may experience loss when expectations about school support, safety, or opportunity are not met. Loss can include missed learning opportunities, damaged trust in institutions, or changes in a child’s relationship with school. Acknowledging loss recognises that these experiences often carry emotional as well as practical consequences. Learn more
• loss of faith in institutions: Loss of faith in institutions occurs when individuals or families no longer trust that organisations will act fairly, responsibly, or in the best interests of those they serve. In school contexts, repeated experiences of unmet needs, dismissal of concerns, or lack of accountability can erode confidence in the system. Once trust is damaged, families may approach future interactions with caution or scepticism, which can affect collaboration and engagement. Learn more
• loss of privileges: Loss of privileges refers to disciplinary approaches where access to certain activities or freedoms is removed in response to behaviour. These privileges might include recess, preferred activities, or participation in classroom events. While intended to influence behaviour, removing privileges can become problematic when it affects basic aspects of participation such as movement, social interaction, or access to learning. When overused, loss of privileges may increase frustration or exclusion rather than helping students develop the skills they need. Learn more
• lucky one: Token examples used to deny systemic patterns. Schools cite individual success stories to deflect from evidence of widespread harm, suggesting that because one student received support, the system functions adequately. The lucky one narrative positions systemic exclusion as isolated failure, treats accommodation as discretionary rather than obligatory, and implies that students who do not thrive simply lack the characteristics that made the token example succeed. Learn more
• masking: Pressure on students to suppress needs or distress. Schools reward compliance, quietness, and invisibility whilst punishing visible expressions of disability, neurodivergence, or distress. Masking harms students by requiring continuous self-suppression, delaying recognition of need, and producing burnout. Schools often fail to recognise masked students as struggling, interpreting suppression as capability and treating eventual breakdown as sudden onset rather than accumulated cost of sustained performance. Learn more
• maternal rage: Maternal rage refers to the intense anger some mothers experience when their child is harmed, dismissed, or repeatedly unsupported by institutions. This response can arise from a combination of protective instinct, accumulated frustration, and witnessing ongoing injustice affecting one’s child. While anger is often socially discouraged in mothers, maternal rage can also reflect deep care and commitment to a child’s well-being. When channelled constructively, it can become a powerful source of advocacy and change. Learn more
• MCFD: Ministry of Children and Family Development (MCFD) is the provincial ministry responsible for child protection, youth services, and family supports in British Columbia. The ministry oversees programs related to child welfare, foster care, and services for children and youth with special needs. In some situations, schools may involve MCFD when they believe a child may be at risk or when families are seeking additional supports through provincial programs. Learn more
• mental health: Mental health refers to a person’s emotional, psychological, and social well-being. It affects how individuals think, feel, and respond to stress or challenges. In school environments, mental health can influence a student’s ability to focus, regulate emotions, build relationships, and engage in learning. Supportive environments, respectful relationships, and access to appropriate services can all contribute to positive mental health outcomes for students. Learn more
• minimisation: Minimisation refers to responses that downplay the seriousness, impact, or credibility of a concern or harmful event. In school contexts, minimisation can occur when incidents affecting a student are described as misunderstandings, isolated events, or minor issues rather than being examined for their broader impact or patterns. While sometimes intended to reassure, minimisation can prevent meaningful problem-solving if it discourages institutions from fully acknowledging what occurred. For families, repeated minimisation can make it difficult to have concerns taken seriously and may contribute to loss of trust in the institution’s willingness to address harm. Learn more
• ministry of education: The Ministry of Education and Child Care (British Columbia) is the provincial government body responsible for overseeing K–12 education in British Columbia. The ministry develops provincial education policies, sets curriculum standards, allocates funding to school districts, and establishes regulations governing how schools operate. While school districts manage daily operations, they do so within the legislative and policy framework established by the ministry. Learn more
• moral injury: Moral injury refers to the psychological harm that occurs when a person witnesses, participates in, or feels powerless to prevent actions that violate their deeply held values. Originally studied in military contexts, the concept is increasingly used to describe experiences in other institutional environments. In school settings, families or staff may experience moral injury when they observe practices that harm students yet feel unable to stop them or obtain accountability. The resulting distress can affect trust, identity, and emotional well-being. Learn more
• motherhood: Motherhood refers to the social, emotional, and practical role of caring for and raising a child. In advocacy contexts, motherhood often includes the responsibility of navigating institutions, protecting a child’s well-being, and responding when systems fail to meet a child’s needs. Mothers advocating for disabled or marginalised children may face additional pressures, including expectations to remain agreeable, emotional scrutiny, or dismissal of their concerns. Recognising motherhood in this context highlights the often invisible labour involved in protecting and supporting children. Learn more
• narrative control: Narrative control refers to the ability of institutions or individuals to shape how events are described, interpreted, and remembered. In school contexts, narrative control can influence which accounts are treated as credible, how incidents are documented, and how responsibility is framed. When institutions control the narrative, the perspectives of students or families may be minimised or reframed in ways that protect the organisation. Recognising narrative control helps explain why disagreements about events are often also disagreements about whose story is believed. Learn more
• neurodivergent students: Neurodivergent students are students whose neurological development differs from what is typically expected. This can include conditions such as autism, ADHD, learning disabilities, or other cognitive differences. Neurodivergence reflects natural variation in how brains function, affecting areas such as attention, communication, sensory processing, or learning style. In school settings, neurodivergent students may benefit from accommodations, flexible teaching approaches, and supportive environments that recognise these differences. Learn more
• neurodiversity: Neurodiversity is the idea that variations in human brain function are a natural and valuable part of human diversity. The concept challenges the view that neurological differences must always be treated as deficits to be corrected. Instead, neurodiversity recognises that people think, learn, and experience the world in different ways. In education, this perspective encourages systems to adapt environments and teaching methods so that diverse learners can thrive. Learn more
• neuroqueer theory: Neuroqueer theory explores the ways neurodivergence and gender or sexual diversity intersect and influence one another. The concept suggests that differences in neurological experience may shape how individuals understand identity, social expectations, and norms. Neuroqueer theory challenges rigid ideas about both neurotypical behaviour and traditional gender roles, encouraging broader recognition of diverse ways of thinking, being, and relating. Learn more
• neurosequential model of therapeutics: The Neurosequential Model of Therapeutics (NMT) is a framework developed by Bruce D. Perry that explains how trauma affects brain development and behaviour. The model emphasises that the brain develops in stages and that interventions should match a child’s developmental needs rather than focusing only on behaviour. In education settings, the framework highlights the importance of regulation, safety, and supportive relationships before expecting complex learning or self-control. Learn more
• newcomer: A newcomer refers to a student or family who has recently arrived in a country or community. In school systems, newcomer students may be adjusting to a new language, culture, education system, or social environment. Schools may provide additional supports such as language instruction, settlement assistance, or cultural orientation to help students and families navigate these transitions. Learn more
• no discrimination: No discrimination refers to the principle that students should not be treated unfairly or excluded because of characteristics such as disability, race, sex, religion, gender identity, or other protected grounds. In education systems, this principle means that students must be able to access learning opportunities without facing barriers linked to these characteristics. In British Columbia, protections against discrimination in schools are established under the British Columbia Human Rights Code, which requires institutions to prevent discrimination and accommodate disability-related needs to the point of undue hardship. Learn more
• non-violent crisis intervention: Non-violent crisis intervention refers to strategies used by trained staff to de-escalate situations where a student is experiencing intense distress or dysregulation. The approach focuses on recognising early signs of escalation, using calm communication, and adjusting the environment to help the person regain regulation. Physical intervention is described within the model as a last resort used only when there is an immediate safety risk. Learn more