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

• shadow procedures: Shadow procedures refer to informal practices that operate alongside official institutional policies but are not clearly documented or publicly acknowledged. These procedures may shape how decisions are actually made within organisations even when they differ from written rules. In school contexts, shadow procedures might involve unwritten expectations about how complaints are handled, how discipline is applied, or how resources are allocated. Because these practices are informal, they can be difficult for families to identify or challenge. Recognising shadow procedures helps explain why institutional responses sometimes appear inconsistent with stated policies. Learn more
• shame: Shame refers to the painful emotional experience of feeling exposed, judged, or fundamentally inadequate. In school environments, shame can arise when students are publicly criticised, singled out for mistakes, or repeatedly positioned as the source of problems. Experiences of humiliation, social rejection, or constant correction can contribute to a sense of shame that affects a student’s confidence and willingness to participate in learning. Shame-based responses to behaviour may produce short-term compliance but often undermine trust and emotional safety. Recognising the role of shame in school environments highlights the importance of responding to challenges in ways that preserve dignity and support growth. Learn more
• shortened day: A shortened day refers to a schedule where a student attends school for fewer hours than the standard school day. Shortened days are sometimes introduced temporarily to support a student returning after illness, trauma, or prolonged absence. In practice, however, shortened days can persist without clear timelines or plans to restore full access to education. When this occurs, students may miss significant learning opportunities and social participation. Shortened days can function as a form of informal exclusion when the reduction in attendance results from unmet support needs rather than a structured plan developed with clear goals and supports. Learn more
• solving problems: Informal work institutions require before accepting formal escalation. Includes raising concerns with teachers, sending emails requesting change, attending meetings, participating in action planning, and exhausting collaborative problem-solving pathways. Schools position this work as partnership whilst using it to delay accountability, extract emotional labour, and establish records characterising parents as given every opportunity to resolve concerns informally. Solving-problems rhetoric frames formal complaints as premature or adversarial, demanding indefinite cooperation whilst harm continues. The expectation that families solve problems collaboratively presumes good faith institutions rarely demonstrate, trapping families in unproductive process until crisis forces escalation or children are withdrawn entirely." Learn more
• special education: Learn more
• staff turnover: Staff turnover refers to the rate at which employees leave an organisation and are replaced by new staff. In school environments, high staff turnover can affect the continuity of relationships, the implementation of student support plans, and the stability of educational programs. Students who rely on consistent relationships with teachers or support staff may experience repeated disruptions when staff change frequently. Turnover can also affect institutional memory, making it more difficult for schools to track patterns or maintain consistent responses to ongoing concerns. Learn more
• sticker chart: A sticker chart is a behavioural reinforcement system in which students receive stickers or visual markers when they meet certain expectations. The chart typically tracks behaviour over time and may lead to rewards when specific goals are reached. Sticker charts are commonly used in early childhood and behavioural support programs to encourage desired behaviours through visible recognition. While some educators find them useful for reinforcing routines, critics note that such systems may focus heavily on external rewards and compliance rather than addressing underlying needs or supporting intrinsic motivation. Learn more
• strategic assessment: Assessments used to delay or deny services. Schools require assessments before accommodating self-evident needs, demand specific professional credentials, insist on particular assessment tools, or reject assessments families provide. Strategic assessment imposes financial and temporal costs, delays intervention whilst harm continues, and positions schools as gatekeepers of legitimacy. Assessment demands often serve to ration access rather than inform support, weaponising procedural requirements against legal obligations. Learn more
• structural harm: Structural harm refers to harm that arises from the design or functioning of systems rather than from a single individual’s actions. In education contexts, structural harm can occur when policies, resource allocation, or institutional practices consistently create barriers for certain groups of students. Examples may include chronic under-support for disabled students, exclusionary disciplinary practices, or processes that make it difficult for families to obtain assistance. Because structural harm develops through systems rather than isolated events, it often becomes visible through patterns over time. Recognising structural harm shifts attention from individual blame toward examining how institutions can change their structures to prevent recurring problems. Learn more
• student exclusion: Student exclusion refers to the removal or prevention of a student from participating in classroom learning or school activities. Exclusion may occur through formal disciplinary measures such as suspensions, or through informal practices such as repeated removal from class, shortened schedules, or conditions that discourage attendance. Exclusion can interrupt learning, disrupt relationships with peers, and affect a student’s sense of belonging within the school community. In many cases, exclusion affects students whose needs are not being adequately supported within the existing system. Learn more
• student support assistant: A student support assistant (SSA) is a school staff member who provides additional assistance to students who require help accessing learning or participating in school activities. These staff may help students manage transitions, assist with communication or personal care, and help implement accommodations identified by the school team. Student support assistants often work under the supervision of classroom teachers and play an important role in helping students navigate daily school routines. Their presence can contribute to increased participation for students who require additional assistance. Also see EA. Learn more
• Success: Success refers to the achievement of meaningful outcomes or goals. In education systems, success is often measured through academic performance, graduation rates, or standardised assessments. However, many families and educators recognise broader definitions of success that include emotional well-being, social participation, personal growth, and the development of life skills. Expanding the meaning of success can help ensure that education systems recognise diverse forms of achievement rather than focusing exclusively on narrow academic indicators. Learn more
• surveillance culture: Surveillance culture refers to environments where monitoring and observation are widely used to track behaviour and maintain control. In school settings, surveillance culture may involve the routine use of cameras, behavioural tracking systems, digital monitoring tools, or other forms of observation. While surveillance is often justified as a safety measure, it can also shape how students experience privacy, trust, and autonomy within the learning environment. Learn more
• surveillance in schools: Surveillance in schools refers to specific practices used to observe or monitor students within educational environments. These practices may include security cameras, digital monitoring of school devices, attendance tracking systems, or behavioural observation. Surveillance is typically implemented with the goal of improving safety or maintaining order, but it can also raise questions about privacy, trust, and the balance between safety and autonomy within school communities. Learn more
• suspension: Suspension refers to a disciplinary action in which a student is temporarily removed from school following an alleged violation of school rules or expectations. Suspensions are typically intended to address serious incidents or behaviours that are considered unsafe or disruptive. While schools often frame suspension as a way to maintain safety or order, removing students from school can interrupt learning, damage relationships, and increase feelings of exclusion. Research in many education systems has shown that suspensions are applied unevenly, with certain groups of students—particularly disabled students and racialised students—experiencing them at higher rates. Because of these impacts, suspensions are frequently discussed within broader conversations about disciplinary practices, inclusion, and the long-term effects of exclusion from learning environments. Learn more
• systemic betrayal: Systemic betrayal refers to situations where an institution repeatedly fails to protect or support the people who depend on it. Unlike a single act of institutional betrayal, systemic betrayal emerges when patterns of harm are produced by policies, practices, or leadership decisions across an entire system. In school contexts, systemic betrayal may occur when repeated reports of harm are minimised, when policies exist but are not implemented, or when institutions prioritise reputation and risk management over addressing student needs. When families encounter these patterns over time, trust in the institution can erode significantly, and the harm experienced is often compounded by the sense that the system itself is unwilling or unable to change. Learn more
• systemic change: Systemic change refers to reforms that alter the underlying structures, policies, or practices that shape how an institution operates. Unlike responses that address only individual incidents, systemic change seeks to modify the conditions that produce recurring problems. In education systems, systemic change may involve revising policies, reallocating resources, improving training, or creating new accountability mechanisms. Because many institutional challenges arise from structural conditions rather than isolated mistakes, systemic change is often necessary to ensure that improvements are sustained over time. Learn more
• systemic harm: Systemic harm refers to harm produced by the design or operation of institutional systems rather than by a single individual’s actions. In schools, systemic harm can arise from policies, resource allocation decisions, or institutional cultures that consistently disadvantage certain groups of students. Examples may include chronic under-support for disabled students, exclusionary disciplinary practices, or processes that make it difficult for families to access support. Systemic harm often becomes visible through patterns rather than isolated events. Recognising systemic harm helps shift discussions away from individual blame and toward examining how systems themselves may need to change. Learn more
• Teacher Regulation Branch: The Teacher Regulation Branch is the provincial body responsible for regulating teachers in British Columbia. The branch establishes professional standards for educators, issues teaching certificates, and investigates complaints about teacher conduct. Its role is to ensure that teachers meet professional and ethical expectations within the education system. When concerns are raised about a teacher’s behaviour or professional practice, the branch may review the complaint and determine whether further investigation or disciplinary action is appropriate. Learn more
• Teacher Regulation Branch (TRB): The Teacher Regulation Branch (TRB) regulates the teaching profession in British Columbia by setting certification requirements, establishing professional standards, and investigating concerns about educator conduct. The branch oversees the licensing of teachers and ensures that educators meet the qualifications and ethical standards required to work in the public education system. When complaints are submitted, the TRB may review the information, conduct investigations, and determine whether disciplinary action or professional remediation is required. Learn more