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

• newcomer: A newcomer refers to a student or family who has recently arrived in a country or community. In school systems, newcomer students may be adjusting to a new language, culture, education system, or social environment. Schools may provide additional supports such as language instruction, settlement assistance, or cultural orientation to help students and families navigate these transitions. Learn more
• no discrimination: No discrimination refers to the principle that students should not be treated unfairly or excluded because of characteristics such as disability, race, sex, religion, gender identity, or other protected grounds. In education systems, this principle means that students must be able to access learning opportunities without facing barriers linked to these characteristics. In British Columbia, protections against discrimination in schools are established under the British Columbia Human Rights Code, which requires institutions to prevent discrimination and accommodate disability-related needs to the point of undue hardship. Learn more
• non-binary students: Learn more
• non-compliance: Learn more
• non-performativity: Non-performativity describes policies, statements, or procedures that appear to name a commitment but do not bring that commitment into being. In schools, inclusion language can become non-performative when it is not backed by timelines, responsibility, resources, or consequences. Learn more
• non-violent crisis intervention: Non-violent crisis intervention refers to strategies used by trained staff to de-escalate situations where a student is experiencing intense distress or dysregulation. The approach focuses on recognising early signs of escalation, using calm communication, and adjusting the environment to help the person regain regulation. Physical intervention is described within the model as a last resort used only when there is an immediate safety risk. Learn more
• normalised harm: Normalised harm refers to harmful conditions or practices that become accepted as ordinary within an institution. When harm is normalised, individuals working within the system may come to see these outcomes as unavoidable or typical rather than recognising them as problems requiring change. In school environments, patterns such as chronic exclusion, repeated under-support, or humiliation of struggling students may become normalised over time. Learn more
• NVCI: Non-violent crisis intervention (NVCI) is a training program used in schools and care settings to teach staff how to recognise and respond to escalating behaviour in ways that prioritise safety and de-escalation. The approach emphasises calm communication, situational awareness, and supportive responses that reduce the likelihood of physical intervention. Physical restraint is described within the model as a last resort used only when there is an immediate risk of harm. Learn more
• Ombudsperson: Office of the Ombudsperson (British Columbia) is an independent office that investigates complaints about administrative fairness in public bodies, including school districts. The Ombudsperson reviews whether decisions were made fairly, reasonably, and according to proper procedures. While the office cannot overturn decisions or award compensation, it can investigate concerns and recommend changes to improve fairness and accountability. Learn more
• one year limitation: A one-year limitation refers to the time limit within which certain complaints must be filed. For example, complaints under the British Columbia Human Rights Code generally must be filed within one year of the alleged discrimination. Limitation periods are intended to ensure that concerns are addressed while evidence and memories remain relatively fresh. Learn more
• outcomes: Outcomes refer to the results or effects of decisions, policies, or interventions. In education systems, outcomes may include academic progress, emotional well-being, safety, or access to learning opportunities. Evaluating outcomes helps determine whether supports or policies are achieving their intended purpose. Learn more
• overqualified and disbelieved: Being overqualified and disbelieved refers to a situation where a person’s expertise or knowledge is dismissed despite clear evidence of their qualifications or experience. In education advocacy, parents with professional knowledge related to disability, law, or education may still find their concerns minimised or treated as overly emotional rather than informed. This dynamic can create frustration when expertise is acknowledged in theory but disregarded in practice. Learn more
• Parallel complaints: Parallel complaints occur when the same situation is addressed through multiple complaint processes at the same time. For example, a family may pursue an internal district appeal while also filing a human rights complaint or contacting an oversight body. Different processes address different aspects of a situation, and pursuing them simultaneously can sometimes be necessary to address complex concerns. Learn more
• parent advocacy: Parent advocacy refers to the actions parents take to protect their child’s well-being, rights, and access to education. This can include communicating with teachers, requesting accommodations, attending meetings, documenting incidents, or pursuing formal complaint processes. Advocacy often develops over time as families learn how education systems operate and how to navigate institutional processes. Learn more
• parent as procedural proxy: A parent as procedural proxy refers to the role parents play in representing their child within institutional processes. Because children cannot typically file complaints, attend legal proceedings, or manage complex bureaucratic systems on their own, parents often act on their behalf. This role requires navigating procedures, communicating with institutions, and ensuring the child’s perspective is represented. Learn more
• parent attendance: Learn more
• parent burnout: Parent burnout refers to the physical, emotional, and mental exhaustion that can occur when parents face prolonged caregiving demands without sufficient support. For families of disabled children, burnout may be intensified by ongoing advocacy, complex systems, and the responsibility of coordinating services or accommodations. Recognising parent burnout highlights the need for community support and institutional responsiveness. Learn more
• parent capacity: Parent capacity is the amount of time, energy, money, flexibility, health, and knowledge a parent can realistically bring to school advocacy. When systems depend on high parent capacity, children with fewer family resources can face deeper access barriers. Learn more
• parent choice: Learn more
• parent complaints: Learn more