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

• local school: Learn more
• longevity of harm: Longevity of harm refers to the lasting effects that harmful experiences can have over time. In school contexts, events such as repeated exclusion, humiliation, or unsafe conditions may continue to affect a child long after the original incident has passed. The emotional, educational, and relational impacts of these experiences can shape a student’s confidence, sense of safety, and willingness to engage with learning. Recognising the longevity of harm highlights the importance of early intervention, repair, and supportive environments. Learn more
• 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
• meaningful access: Meaningful access means a student can actually attend, participate, learn, and belong in a safe and supported way. It is more than enrolment, a desk in a classroom, or occasional attendance without the conditions needed to use the service. Learn more
• meaningful access to education: Learn more
• meaningful inquiry: Meaningful inquiry means asking specific, evidence-informed questions to understand what barrier is causing distress, absence, behaviour, or exclusion. It moves the discussion beyond assumptions and toward support that can be tested and reviewed. Learn more
• medical accommodation: Medical accommodation refers to changes, supports, or planning required so a student with health-related needs can access school safely and equally. It may involve medication, monitoring, staff training, emergency response, scheduling, privacy, or personal care. Learn more
• medical support: Medical support is the practical assistance a student needs at school because of a medical condition or health-related disability. It becomes an education access issue when the lack of support limits attendance, participation, safety, or dignity. Learn more
• medication administration: Medication administration is the process for storing, accessing, documenting, and giving medication to a student at school. It requires clear responsibility and timely action because delays or refusals can create health risks and attendance barriers. Learn more
• meeting notes: Meeting notes are written records of what was discussed, decided, promised, disputed, or left unresolved in a school meeting. Good notes reduce ambiguity, protect family memory, and help turn verbal conversations into an accountable record. Learn more
• meltdowns: 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
• metrics: Metrics are measures used to track what is happening in a system, such as attendance, suspensions, complaints, timelines, or support outcomes. The choice of metric matters because measurement can either reveal barriers or make exclusion harder to see. 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