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

• insulin support: Insulin support refers to the planning, staffing, training, privacy, monitoring, and emergency response needed when a student requires insulin at school. Without reliable insulin support, a child’s health needs can become an avoidable barrier to attendance. Learn more
• interpersonal neurobiology: Interpersonal neurobiology is a field of study that explores how relationships shape brain development, emotional regulation, and mental health. Developed by psychiatrist Daniel J. Siegel, the framework emphasises that the brain develops through social interaction and that supportive relationships play a central role in regulating stress and learning. In education settings, interpersonal neurobiology highlights the importance of safe, attuned relationships between students and adults. When students feel understood and supported, their nervous systems are more able to engage in learning and problem-solving. Learn more
• intersectionality: Intersectionality is a concept describing how different forms of social identity and inequality interact to shape a person’s experiences. The term was introduced by legal scholar Kimberlé Crenshaw to explain how systems of discrimination such as racism, sexism, and ableism can overlap. In schools, intersectionality helps explain why some students experience barriers that cannot be understood through a single category alone—for example, a student who is both disabled and racialised may encounter different challenges than students who experience only one of those forms of marginalisation. Understanding intersectionality helps institutions respond more accurately to complex experiences of inequity. Learn more
• invisible disability: Invisible disability refers to disabilities that are not immediately apparent to others. These may include neurological, cognitive, mental health, or chronic health conditions such as autism, ADHD, learning disabilities, or anxiety disorders. Because the disability is not visible, students may be misunderstood or judged as unmotivated, disruptive, or inattentive rather than recognised as needing support. Invisible disabilities can therefore require additional advocacy to ensure that accommodations are understood and implemented. Recognising invisible disability helps shift attention from assumptions about behaviour to the underlying needs that may not be obvious to others. Learn more
• involution: Involution describes a system where pressure, effort, and complexity increase while the underlying problem remains unresolved. In school advocacy, it can look like families, staff, and students working harder inside a strained process that produces little actual change. Learn more
• isolation: Learn more
• justice: Justice refers to the principle that people should be treated fairly and that harms should be addressed through accountability, repair, and equitable treatment. In education contexts, justice involves ensuring that students have meaningful access to learning, that discrimination and harm are taken seriously, and that systems respond appropriately when problems occur. Justice is not only about following rules but about ensuring that decisions and outcomes respect the dignity, rights, and well-being of those affected. Learn more
• K-12 complaints: Learn more
• lagging skills: Lagging skills is a concept used to describe areas where a child has not yet developed certain abilities, such as emotional regulation, flexibility, problem-solving, or communication. The term is often associated with the work of psychologist Ross W. Greene, who emphasises that challenging behaviour is frequently a sign of skills that are still developing rather than intentional misconduct. In school environments, recognising lagging skills can help shift responses away from punishment and toward teaching, support, and collaborative problem-solving. Learn more
• language: Language refers to the words schools, families, and systems use to describe children, behaviour, harm, support, and responsibility. Precise language can clarify rights and remedies, while vague or minimising language can hide barriers and shift blame. Learn more
• late application: Learn more
• late diagnosis: Late diagnosis refers to situations where a disability, learning difference, or developmental condition is identified later than expected. This can occur when symptoms are misunderstood, masked, or attributed to other factors such as behaviour or personality. Late diagnosis is particularly common among girls, racialised students, and individuals with high cognitive ability whose strengths may hide areas of difficulty. Delayed identification can mean that students spend years navigating school without appropriate supports, which can affect learning, self-esteem, and mental health. Learn more
• law: Law refers to the system of rules and legal principles established by governments to regulate behaviour, protect rights, and resolve disputes. In education, laws set out the responsibilities of schools, the rights of students and families, and the processes available when disagreements occur. Legal frameworks provide structure and accountability, helping ensure that institutions operate within defined standards and obligations. Learn more
• learning disability: Learning disability refers to a neurological difference that affects how a person processes information related to reading, writing, mathematics, or other academic skills. Learning disabilities are not related to intelligence but reflect differences in how the brain receives, organises, or expresses information. Students with learning disabilities may require specialised instruction, accommodations, or assistive technology in order to demonstrate their knowledge effectively. With appropriate supports, many students with learning disabilities are able to succeed academically and develop strong skills in other areas. Learn more
• learning support: Learning support refers to the additional assistance provided to help students access education when they face barriers related to disability, learning differences, or other needs. This support may include specialised instruction, accommodations, assistive technology, educational assistants, or targeted interventions. Effective learning support focuses on helping students participate meaningfully in the classroom while building skills that allow them to engage more independently over time. Learn more
• legitimacy: Whether harm or concern is treated as valid. Schools determine legitimacy by accepting or dismissing parent accounts, recognising or denying student distress, and responding with urgency or delay. Legitimacy is often granted selectively, with professional reports treated as credible whilst parent observations are characterised as biased. Fights over legitimacy precede fights over remedy, with schools investing energy in contesting whether harm occurred rather than addressing it once documented. Learn more
• LGBTQ+ students: Learn more
• limitation periods: Limitation periods are the legal time limits within which a person must bring a complaint or legal claim. These timelines exist to ensure that disputes are addressed while evidence and memories are still relatively fresh. In education and human rights contexts, limitation periods determine how long families have to file formal complaints after an incident or decision occurs. Missing a limitation period can prevent a case from being heard, which is why understanding these timelines can be important when considering formal processes. Learn more
• lip service: Lip service refers to expressions of support or agreement that are not followed by meaningful action. In institutional settings, policies or statements may emphasise values such as inclusion, safety, or collaboration, while everyday practices do not reflect those commitments. When families hear repeated assurances without seeing concrete changes, the language of support may feel symbolic rather than substantive. Recognising lip service helps distinguish between stated values and actual practice. Learn more
• lipservice: Lipservice is supportive language that does not lead to concrete action, implementation, or accountability. In inclusion work, lipservice can make a system sound values-driven while the child remains unsupported, excluded, or unsafe. Learn more