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

• 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
• toileting support: Toileting support is assistance a student may need with bathroom routines, continence, hygiene, privacy, or related personal care at school. It should be planned in a way that protects dignity and prevents toileting needs from becoming an attendance barrier. 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
• trans students: Learn more
• transition plan: Learn more
• transition planning: Transition planning prepares for changes in grade, school, programme, staff team, schedule, or support arrangement. It matters because access can collapse when known needs are treated as new problems at every transition point. 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
• traumatised students: Learn more
• TRB: Learn more
• triage: Learn more