Here is a definition of the terminology used on this site.
- Ministry of Children and Family Development: Learn more
- ministry of education: The Ministry of Education and Child Care (British Columbia) is the provincial government body responsible for overseeing K–12 education in British Columbia. The ministry develops provincial education policies, sets curriculum standards, allocates funding to school districts, and establishes regulations governing how schools operate. While school districts manage daily operations, they do so within the legislative and policy framework established by the ministry. Learn more
- misgendering: Learn more
- missed deadline: Learn more
- missing middle: Learn more
- modified schedules: Learn more
- Moore v British Columbia: Learn more
- moral injury: Moral injury refers to the psychological harm that occurs when a person witnesses, participates in, or feels powerless to prevent actions that violate their deeply held values. Originally studied in military contexts, the concept is increasingly used to describe experiences in other institutional environments. In school settings, families or staff may experience moral injury when they observe practices that harm students yet feel unable to stop them or obtain accountability. The resulting distress can affect trust, identity, and emotional well-being. Learn more
- motherhood: Motherhood refers to the social, emotional, and practical role of caring for and raising a child. In advocacy contexts, motherhood often includes the responsibility of navigating institutions, protecting a child’s well-being, and responding when systems fail to meet a child’s needs. Mothers advocating for disabled or marginalised children may face additional pressures, including expectations to remain agreeable, emotional scrutiny, or dismissal of their concerns. Recognising motherhood in this context highlights the often invisible labour involved in protecting and supporting children. Learn more
- names and pronouns: Learn more
- naming harm: Learn more
- narrative control: Narrative control refers to the ability of institutions or individuals to shape how events are described, interpreted, and remembered. In school contexts, narrative control can influence which accounts are treated as credible, how incidents are documented, and how responsibility is framed. When institutions control the narrative, the perspectives of students or families may be minimised or reframed in ways that protect the organisation. Recognising narrative control helps explain why disagreements about events are often also disagreements about whose story is believed. Learn more
- narrative violence: Learn more
- neijuan: Neijuan is a concept often translated as involution: escalating internal pressure without meaningful progress. In education advocacy, it describes systems where everyone is pushed to do more while the structural cause of the problem remains intact. Learn more
- nervous system: Learn more
- neurodivergent children: Neurodivergent children are children whose brains, learning, communication, sensory processing, attention, or regulation differ from dominant school expectations. Support should address the environment and expectations around the child, not require constant masking or distress to appear successful. Learn more
- neurodivergent students: Neurodivergent students are students whose neurological development differs from what is typically expected. This can include conditions such as autism, ADHD, learning disabilities, or other cognitive differences. Neurodivergence reflects natural variation in how brains function, affecting areas such as attention, communication, sensory processing, or learning style. In school settings, neurodivergent students may benefit from accommodations, flexible teaching approaches, and supportive environments that recognise these differences. Learn more
- neurodiversity: Neurodiversity is the idea that variations in human brain function are a natural and valuable part of human diversity. The concept challenges the view that neurological differences must always be treated as deficits to be corrected. Instead, neurodiversity recognises that people think, learn, and experience the world in different ways. In education, this perspective encourages systems to adapt environments and teaching methods so that diverse learners can thrive. Learn more
- neuroqueer theory: Neuroqueer theory explores the ways neurodivergence and gender or sexual diversity intersect and influence one another. The concept suggests that differences in neurological experience may shape how individuals understand identity, social expectations, and norms. Neuroqueer theory challenges rigid ideas about both neurotypical behaviour and traditional gender roles, encouraging broader recognition of diverse ways of thinking, being, and relating. Learn more
- neurosequential model of therapeutics: The Neurosequential Model of Therapeutics (NMT) is a framework developed by Bruce D. Perry that explains how trauma affects brain development and behaviour. The model emphasises that the brain develops in stages and that interventions should match a child’s developmental needs rather than focusing only on behaviour. In education settings, the framework highlights the importance of regulation, safety, and supportive relationships before expecting complex learning or self-control. Learn more