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

• performative empathy: Performative empathy refers to expressions of concern or understanding that appear compassionate but are not followed by meaningful action. In institutional contexts, empathy may be expressed through reassuring language or supportive statements while the underlying issue remains unaddressed. When empathy becomes performative, it can create the appearance of care without changing the conditions causing harm. Learn more
• performative inclusion: Claims of inclusion that mask exclusion. Schools describe themselves as inclusive whilst maintaining practices that remove disabled students from classrooms, ration support, and prioritise non-disabled students' comfort over disabled students' rights. Performative inclusion operates through rhetorical commitment to diversity alongside material abandonment, positioning exclusion as unfortunate necessity rather than policy choice. Performative inclusion allows schools to maintain legitimacy whilst enacting violence. Learn more
• persuasion versus accountability: Persuasion versus accountability describes two different approaches to addressing institutional problems. Persuasion focuses on convincing decision-makers to voluntarily change practices through dialogue or collaboration. Accountability involves using formal processes, legal frameworks, or oversight mechanisms to require change when persuasion alone is not effective. Learn more
• physical restraint: Physical restraint refers to situations where a staff member uses physical force to restrict a student’s movement. In schools, restraint is generally considered a last-resort safety intervention used only when there is an immediate risk of harm to the student or others. Because restraint can carry significant physical and psychological risks, policies typically require careful documentation and review when it occurs. Learn more
• place of origin: Place of origin refers to the country, region, or cultural background a person comes from. In human rights law, discrimination based on place of origin is prohibited. Schools must ensure that students are not treated unfairly because of their national, cultural, or geographic background under protections such as those established in the British Columbia Human Rights Code. Learn more
• police report: A police report is a formal record created by law enforcement when a complaint or incident is reported to the police. In school contexts, police involvement may occur in situations involving alleged criminal activity, serious safety concerns, or incidents requiring investigation outside the school’s authority. Learn more
• policy critique: Policy critique refers to the analysis and evaluation of institutional policies to determine whether they achieve their intended purpose or create unintended consequences. In education advocacy, policy critique often involves examining how written policies operate in practice and whether they adequately protect students’ rights and well-being. Learn more
• polyvagal theory: Polyvagal theory is a framework developed by Stephen W. Porges that explains how the autonomic nervous system responds to safety and threat. The theory describes how physiological states influence behaviour, emotion, and social engagement. In education contexts, the theory is sometimes used to help explain how stress and perceived danger can affect a student’s ability to regulate emotions and participate in learning. Learn more
• POPARD: Provincial Outreach Program for Autism and Related Disorders (POPARD) is a provincially funded outreach program in British Columbia that provides training, consultation, and resources to support students with autism and related conditions. The program works with educators and school teams to develop strategies that help autistic students participate more successfully in school environments. Learn more
• positive behavioural interventions and supports: Positive behavioural interventions and supports refers to a structured framework for promoting positive behaviour in schools by teaching expectations, reinforcing desired behaviours, and responding consistently to challenges. The approach is intended to create predictable and supportive environments, though its effectiveness can vary depending on how it is implemented. Learn more
• power dynamics: Power dynamics refer to the ways authority, influence, and decision-making are distributed within relationships or institutions. In school systems, power dynamics can affect whose voices are heard, whose experiences are believed, and who ultimately controls decisions affecting students. Learn more
• privilege removal: Privilege removal refers to disciplinary practices where access to certain activities, freedoms, or rewards is taken away in response to behaviour. While intended to influence behaviour, privilege removal can become problematic when it affects basic aspects of participation such as movement, social interaction, or learning opportunities. Learn more
• procedural fairness: Procedural fairness refers to the principle that decisions should be made through processes that are impartial, transparent, and respectful of those affected. In education systems, procedural fairness means that people should have an opportunity to present their perspective and that decisions should follow established procedures. Learn more
• procedural fatalism: Procedural fatalism refers to a belief that institutional processes will not lead to meaningful change regardless of the effort invested. Families may develop procedural fatalism after repeated experiences where formal complaints or appeals appear to have little impact on outcomes. Learn more
• procedural justice: Procedural justice refers to the idea that people are more likely to accept decisions when they believe the process used to reach those decisions was fair, transparent, and respectful. In school settings, procedural justice emphasises respectful communication, clear explanations, and opportunities for participation in decision-making. Learn more
• procedural unfairness: Procedural unfairness occurs when institutional processes are perceived as biased, opaque, or inconsistent. When procedures are not followed or individuals are excluded from meaningful participation, trust in the institution can be damaged. Learn more
• protected characteristics: Protected characteristics (or protected grounds) are personal attributes that are legally protected from discrimination. In British Columbia these include disability, race, sex, religion, family status, gender identity or expression, and other characteristics listed in the British Columbia Human Rights Code. Learn more
• psychoeducational assessment: A psychoeducational assessment is a comprehensive evaluation conducted by a qualified professional to understand a student’s cognitive abilities, learning profile, and educational needs. These assessments often examine areas such as memory, processing speed, language, and academic skills in order to identify learning disabilities or other factors affecting learning. Learn more
• psychological safety: Psychological safety refers to an environment where individuals feel able to express concerns, ask questions, or make mistakes without fear of humiliation or punishment. In schools, psychological safety supports learning by allowing students to engage openly and take risks in the learning process. Learn more
• PTSD: Post-traumatic stress disorder (PTSD) is a mental health condition that can develop after exposure to traumatic events involving threat, harm, or intense fear. Symptoms may include intrusive memories, heightened anxiety, avoidance behaviours, and difficulty regulating emotions. Learn more