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

• Teachers: Role of educators within constrained systems. Teachers operate under inadequate training, insufficient resources, unrealistic class sizes, and administrative directives that prioritise compliance over student welfare. Many teachers recognise harm but lack authority to change systemic conditions, facing professional risk if they advocate too forcefully. Understanding teacher constraints helps families distinguish between individual failures and systemic abandonment, though constraints never excuse harm or eliminate obligation to accommodate. Learn more
• testimony: Testimony refers to an individual’s account of events or experiences shared as evidence in an investigation, complaint process, or legal proceeding. Testimony may be provided by students, parents, staff, or witnesses who have knowledge of an incident or situation under review. In institutional contexts, testimony can help establish timelines, clarify events, and provide insight into how individuals experienced a situation. The credibility and weight given to testimony can significantly influence how complaints or investigations are resolved. Learn more
• the body keeps score: The Body Keeps the Score by Bessel van der Kolk is a widely known book exploring how trauma affects the brain and body. The work describes how traumatic experiences can influence memory, emotional regulation, physical responses, and behaviour. The central idea is that trauma is not only remembered cognitively but also stored in physiological responses that can shape how individuals react to stress. The book has influenced discussions about trauma-informed approaches in fields such as education, psychology, and social services. Learn more
• The Canary Collective: The Canary Collective is an advocacy blog that documents and raises awareness about harms experienced by students within education systems. The name references the historical use of canaries in coal mines to detect dangerous conditions, symbolising how the experiences of vulnerable students can signal broader systemic problems. By collecting stories and data about school experiences, the initiative aims to highlight patterns that might otherwise remain invisible within institutional reporting systems. Learn more
• therapy: Therapy refers to professional support provided by trained practitioners to help individuals address emotional, psychological, or behavioural challenges. Therapeutic approaches may involve counselling, skill-building, trauma processing, or other strategies that support mental health and well-being. In education contexts, therapy may be recommended when students are experiencing anxiety, trauma, or other challenges that affect their ability to participate in school. While therapy can help individuals develop coping strategies, it does not replace the responsibility of institutions to address the environmental conditions contributing to distress. Learn more
• time trap: A time trap refers to institutional processes that consume significant amounts of time and energy without producing meaningful resolution. Families navigating education systems may encounter repeated meetings, documentation requests, or procedural steps that delay decisions affecting their child. While each step may appear reasonable individually, the cumulative effect can create prolonged processes that exhaust families and delay access to support. Recognising time traps highlights how procedural complexity can function as a barrier to timely problem-solving. Learn more
• timeline: A timeline is a chronological record of events that documents what occurred and when. In advocacy contexts, families often create timelines to track incidents, communications, meetings, and decisions affecting their child. Maintaining a timeline can help clarify patterns, identify inconsistencies, and provide an organised record when concerns are reviewed through formal processes. Timelines can also assist families in understanding how events unfolded over time and in communicating that history clearly to others. Learn more
• timelines: Timelines are chronological records that organise events in sequence to help clarify how situations developed over time. In advocacy and complaint processes, timelines can help identify patterns, show how concerns were raised, and demonstrate whether institutions responded appropriately. Because institutional records may be incomplete or fragmented, timelines created by families can become important tools for documenting events and preserving institutional memory. Learn more
• tips: Tips refer to practical suggestions or strategies intended to help individuals navigate complex systems or situations. In education advocacy, tips may include advice about communication, documentation, preparing for meetings, or understanding institutional processes. While tips can be helpful for navigating existing systems, they do not replace the need for systemic improvements that reduce barriers for families. Learn more
• token chart: A token chart is a behavioural reinforcement system in which students earn tokens or markers when they meet specific expectations. These tokens may later be exchanged for rewards or privileges. Token charts are commonly used to encourage particular behaviours by providing visible recognition and incentives. While some educators use them as motivational tools, critics note that such systems can emphasise compliance and external rewards rather than addressing underlying needs or fostering intrinsic motivation. Learn more
• token economies: Token economies are behavioural systems where tokens or points are awarded for meeting expectations and later exchanged for rewards. These systems are based on principles of behavioural reinforcement and are sometimes used in classrooms to encourage specific behaviours. While token economies can provide structure and predictability, they may also focus heavily on external incentives and may not address the underlying reasons a student is struggling. Learn more
• tokenism: Minimal compliance used to avoid real change. Schools implement superficial accommodations, symbolic gestures, or temporary interventions that appear responsive whilst leaving underlying conditions unchanged. Tokenism allows institutions to claim they addressed concerns whilst continuing exclusionary practices. Tokenism operates through technical compliance that ignores substantive goals, one-time actions presented as ongoing commitment, and minimal interventions positioned as maximum effort. Learn more
• Tokensim: Tokensim refers to simplified behavioural reinforcement systems that rely on tokens, points, or symbolic rewards to encourage certain behaviours. These systems are designed to create clear incentives and structured feedback for behaviour. However, critics argue that token-based systems may prioritise compliance and visible behaviour over deeper understanding of emotional regulation, learning needs, or environmental factors affecting students. Learn more
• tone policing: Tone policing refers to focusing on the emotional tone or style of someone’s communication rather than addressing the substance of their message. In advocacy contexts, tone policing may occur when concerns are dismissed because the person expressing them appears angry, upset, or frustrated. By shifting attention to how a message is delivered rather than what is being said, tone policing can discourage people from speaking openly about harm or injustice. Learn more
• Tone-policing: Criticising delivery rather than substance of concern. Schools dismiss parent advocacy by characterising communication as aggressive, emotional, or unprofessional, deflecting from the content of concerns to focus on how they were expressed. Tone policing positions institutional harm as less significant than parent distress about that harm, demands composure from families experiencing crisis, and weaponises professional norms against those with less institutional power. Tone policing silences advocacy by making reasonable expression itself the problem. Learn more
• toxic positivity: Toxic positivity refers to the insistence on maintaining a positive outlook even when acknowledging harm or difficulty would be more appropriate. In institutional environments, toxic positivity can appear in responses that emphasise optimism, reassurance, or gratitude while discouraging discussion of problems. Although positivity can support resilience, dismissing legitimate concerns in the name of positivity can prevent meaningful recognition of harm and delay necessary change. Learn more
• transparency: Transparency refers to openness in how institutions make decisions, document actions, and communicate with the people affected by those decisions. Transparent systems provide clear information about policies, processes, and outcomes so that individuals can understand how decisions are made and how to raise concerns if necessary. In education settings, transparency may include sharing documentation, explaining how decisions were reached, and ensuring families have access to information that affects their child. When transparency is limited, families may struggle to understand what occurred or how decisions were made. Increasing transparency is often discussed as a way to strengthen trust, accountability, and fairness within public institutions. Learn more
• trauma: Trauma refers to the psychological and physiological response to events that are experienced as overwhelming, threatening, or deeply distressing. Trauma can develop from a single incident or from repeated exposure to harmful conditions over time. The effects of trauma may include heightened stress responses, difficulty regulating emotions, intrusive memories, or avoidance of environments associated with harm. In school settings, trauma may affect a student’s ability to concentrate, feel safe, or participate in learning. Understanding trauma involves recognising that behaviour or emotional responses may reflect past experiences of stress or harm rather than intentional defiance or lack of motivation. Learn more
• trauma-informed advocacy: Trauma-informed advocacy refers to advocacy practices that recognise how trauma can influence behaviour, communication, and decision-making. Individuals who have experienced harm may approach institutions with heightened anxiety, distrust, or emotional intensity. Trauma-informed advocacy emphasises approaches that reduce the risk of further harm by prioritising clarity, predictability, respectful communication, and awareness of power dynamics. Rather than assuming conflict reflects unreasonable behaviour, trauma-informed advocacy considers how institutional responses can support healing and restore trust. Learn more
• trauma-informed education: Trauma-informed education refers to educational approaches that recognise the impact trauma can have on learning, behaviour, and relationships. Trauma-informed schools aim to create environments that emphasise safety, supportive relationships, emotional regulation, and predictable routines. Instead of focusing solely on discipline when students struggle, trauma-informed approaches encourage educators to consider whether stress, fear, or previous harm may be affecting a student’s behaviour. By addressing both academic and emotional needs, trauma-informed education seeks to create learning environments where students can feel safe enough to engage and learn. Learn more