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

• HR investigation: HR investigation refers to an internal investigation conducted by a school district’s human resources department when concerns are raised about the conduct or actions of an employee. These investigations may occur after incidents involving staff behaviour, safety concerns, or allegations of misconduct or negligence. Although schools may present HR investigations as a process that will resolve a family’s concerns or deliver accountability, the primary purpose is to assess employment matters and manage the district’s legal responsibilities as an employer. Families are usually not parties to the investigation and may receive little information about the findings or outcome. As a result, these processes often do not provide direct remedies or a sense of justice for families. However, participating in an HR investigation can still be important because it creates an official record of the incident and ensures that the concern is formally reviewed. In some cases, the process can lead to disciplinary action, changes in supervision, or termination of employment. Learn more
• human rights: Human rights are the basic rights and freedoms that belong to every person simply because they are human. In education, human rights protect students from discrimination and require schools to provide equal access to learning and participation. This includes ensuring that students are not excluded, treated unfairly, or denied opportunities because of characteristics such as disability, race, gender, religion, or family status. In British Columbia, these protections are set out in the British Columbia Human Rights Code, which requires schools and school districts to prevent discrimination and to accommodate students’ needs to the point of undue hardship. Human rights protections recognise that equal treatment does not always mean identical treatment; sometimes different supports or accommodations are necessary so that all students can access education on an equitable basis. Learn more
• Human Rights Code: British Columbia Human Rights Code is the provincial law that protects people from discrimination in areas such as employment, housing, and public services, including education. The Code identifies protected characteristics—called protected grounds—such as disability, race, sex, gender identity or expression, religion, and family status. In schools, the Code requires school districts to ensure that students are not discriminated against because of these characteristics and to accommodate disability-related needs to the point of undue hardship. This means schools must take reasonable steps to remove barriers that prevent students from accessing education on an equitable basis. If discrimination occurs and cannot be resolved informally, families may file a complaint with the BC Human Rights Tribunal, which has the authority to investigate claims and order remedies if discrimination is found. Learn more
• Human Rights Tribunal: BC Human Rights Tribunal is an independent administrative tribunal that decides complaints about discrimination under the British Columbia Human Rights Code. In the education context, families may file a complaint if they believe a student has been discriminated against—for example, if a school failed to accommodate a disability, excluded a student from participation, or treated them unfairly because of a protected characteristic such as disability, race, sex, or gender identity. The tribunal reviews evidence, hears arguments from both sides, and determines whether discrimination occurred. If a complaint is successful, the tribunal can order remedies such as compensation for injury to dignity, reimbursement of expenses, or orders requiring the school district to change its practices. The tribunal does not handle general school disputes or appeals of school decisions; its role is specifically to address discrimination under human rights law. Learn more
• humiliation: Humiliation refers to actions or conditions that shame, degrade, or undermine a student’s dignity. In school settings, humiliation can occur when a student is singled out, publicly reprimanded, mocked, or disciplined in ways that expose them to embarrassment in front of peers or staff. It can also arise when a child is chronically under-supported and repeatedly pushed beyond their capacity to cope. When accommodations are not in place, some students may move quickly from distress to what staff describe as “big reactions” or “flipping their lid,” and these moments can become highly visible and socially painful for the child. In these cases, the humiliation is not only the reaction itself but the conditions that made it predictable and preventable. For disabled or neurodivergent students, repeated situations like this can damage self-esteem, increase anxiety about school, and make participation feel unsafe. Protecting student dignity requires responding to distress privately and ensuring that environments and supports reduce the likelihood of these situations occurring. Learn more
• hyper-empathy: Hyper-empathy refers to an unusually strong sensitivity to the emotions and experiences of others. A person with hyper-empathy may quickly notice shifts in mood, feel others’ distress very intensely, or take on emotional responsibility for maintaining harmony in a group. While empathy is often seen as a positive trait, hyper-empathy can become overwhelming when someone absorbs others’ emotions to the point that it affects their own well-being. In school environments, highly empathetic students may be especially affected by conflict, criticism, or perceived disappointment from adults. Some neurodivergent individuals describe experiencing hyper-empathy, even though stereotypes sometimes portray them as lacking empathy. When not recognised or supported, hyper-empathy can contribute to anxiety, people-pleasing, masking, or emotional exhaustion as students try to manage both their own feelings and the emotional climate around them. Learn more
• IEP: IEP (Individual Education Plan) is a written planning document used in schools to describe the goals, accommodations, and supports a student with disabilities or complex learning needs will receive in order to access education. In British Columbia, an IEP outlines the student’s strengths, areas of need, learning goals, and the strategies or adjustments the school has agreed to implement. It is developed by school staff in consultation with parents or guardians and should be reviewed and updated regularly. An IEP is not the accommodation itself but a record of what the school has agreed to provide so the student can participate in learning on an equitable basis. Under policies connected to the British Columbia Human Rights Code, the duty to accommodate applies whether or not supports are written in an IEP, meaning schools are responsible for implementing necessary accommodations to ensure the student can meaningfully access education. Learn more
• IEP goals: IEP goals are the learning or developmental targets written in a student’s Individual Education Plan (IEP) to guide the supports and instruction a student will receive. These goals are intended to focus on areas where a student may need additional support, such as communication, regulation, literacy, social interaction, or functional skills. In practice, IEP goals help schools track progress and organise teaching strategies, accommodations, and services. However, some families and advocates note that the language of “goals” can sometimes frame students primarily in terms of productivity or improvement, rather than recognising their inherent dignity and worth. For this reason, many people emphasise that IEP goals should support a student’s well-being, access to learning, and participation in school life—not simply measure performance. IEP goals should be realistic, responsive to the student’s actual needs, and developed with family input so that they support meaningful participation in education. Learn more
• IEP implementation: IEP implementation refers to the process of actually putting the accommodations, supports, and strategies written in a student’s Individual Education Plan (IEP) into practice in the classroom and school environment. While the IEP document outlines what has been agreed to, implementation is what determines whether the student can meaningfully access their education. This can include providing agreed accommodations, adjusting instruction, ensuring support staff are available, and creating environments that allow the student to regulate and participate. When IEP implementation is inconsistent or incomplete, the plan becomes largely symbolic rather than functional. In British Columbia, the duty to accommodate under the British Columbia Human Rights Code applies not only to creating plans but to ensuring that necessary supports are actually delivered so the student can access education on an equitable basis. Learn more
• IEP not implemented: EP not implemented refers to situations where the accommodations, supports, or strategies written in a student’s Individual Education Plan (IEP) are not consistently provided in practice. This may include agreed accommodations not being followed, support staff not being available as planned, strategies being applied only occasionally, or staff being unaware of what the IEP requires. When an IEP is not implemented, the document becomes largely symbolic rather than functional, and the student may continue to face the same barriers to learning, safety, or participation that the plan was meant to address. Families often discover non-implementation when a child repeatedly struggles in situations where supports were supposed to be in place. In British Columbia, the duty to accommodate under the British Columbia Human Rights Code applies not only to writing plans but to ensuring that agreed accommodations are actually delivered so students can access education on an equitable basis. Learn more
• incident report: Incident report is a written record created by school staff after a significant event involving a student, such as an injury, safety concern, restraint, or behavioural incident requiring intervention. The purpose of an incident report is to document what happened, who was involved, and what actions were taken so the school and district have an official record of the event. These reports can help schools review whether policies were followed, identify patterns, and plan appropriate supports. However, families sometimes discover that incidents affecting their child were never formally documented, even when serious events occurred. In those situations, the absence of incident reports can become important in understanding how the school responded and whether proper procedures were followed. Parents may sometimes only learn what documentation exists by requesting records under the Freedom of Information and Protection of Privacy Act (British Columbia). Learn more
• inclusion: Inclusion refers to the principle that all students, including those with disabilities or diverse learning needs, have the right to participate meaningfully in regular school environments alongside their peers. Inclusive education focuses on adapting teaching methods, supports, and environments so that students can access learning, social interaction, and school life on an equitable basis. This may include accommodations, assistive technology, support staff, flexible instruction, and adjustments to the classroom environment. Inclusion is not simply about physical presence in a classroom; it means that students are supported in ways that allow them to participate, learn, and belong. In British Columbia, inclusive education is supported by human rights protections, including the duty to accommodate under the British Columbia Human Rights Code, which requires schools to remove barriers and provide necessary supports so students can access education equitably. Learn more
• inclusive education: Inclusive education is an approach to schooling that aims to ensure all students—regardless of disability, learning differences, or other needs—can learn and participate together in neighbourhood schools and regular classrooms. The goal of inclusive education is not simply placing students in the same space, but adapting teaching, environments, and supports so every student can access learning, develop relationships, and belong in the school community. This may involve accommodations, assistive technology, flexible instruction, support staff, and changes to the physical or social environment. Inclusive education recognises that barriers often arise from how systems are designed rather than from the student themselves. In British Columbia, inclusive education is supported by the duty to accommodate under the British Columbia Human Rights Code, which requires schools to remove barriers and provide reasonable supports so students with disabilities can access education on an equitable basis. Learn more
• Indigenous pedagogies: Indigenous pedagogies refer to ways of teaching and learning rooted in the knowledge systems, cultural practices, and worldviews of Indigenous peoples. These approaches often emphasise relationships, community responsibility, connection to land, learning through observation and participation, and the sharing of knowledge across generations. Indigenous pedagogies value holistic development, including emotional, spiritual, physical, and intellectual well-being, rather than focusing only on academic outcomes. In Canadian education, incorporating Indigenous pedagogies is part of broader efforts to recognise Indigenous knowledge and address the legacy of colonial education systems, including the harms of the Canadian Indian Residential School System. When implemented respectfully and in partnership with Indigenous communities, Indigenous pedagogies can enrich learning environments and support more relational, culturally responsive approaches to education for all students. Learn more
• Indigenous students: Indigenous students are students who identify as members of the Indigenous peoples of Canada, including First Nations, Inuit, and Métis. Indigenous students attend public schools across the country and bring diverse cultures, languages, histories, and knowledge traditions into the classroom. At the same time, many Indigenous families continue to experience the long-term impacts of colonial policies that disrupted communities and education systems, including the legacy documented by the Truth and Reconciliation Commission of Canada. In education today, supporting Indigenous students involves recognising these histories while ensuring schools are culturally respectful, inclusive, and responsive to Indigenous identities and knowledge. This can include honouring Indigenous perspectives in curriculum, building relationships with Indigenous communities, and ensuring that Indigenous students experience school as a place of belonging, dignity, and opportunity. Learn more
• informal advocacy: Attempts to resolve issues without formal escalation. Includes emails requesting accommodations, meetings to discuss concerns, verbal advocacy in classrooms or offices, and collaborative problem-solving. Informal advocacy assumes good faith, seeks partnership, and aims to resolve concerns quickly. Most families begin here, reserving formal complaints for situations where informal advocacy fails. Schools sometimes weaponise informal advocacy by demanding indefinite cooperation whilst refusing substantive change, trapping families in unproductive process. Learn more
• informal exclusion: nformal exclusion refers to situations where a student is prevented from meaningfully attending school without a formal suspension or written decision. This can include being repeatedly sent home, placed on shortened days, asked to stay home until certain conditions are met, or otherwise discouraged from attending. Informal exclusion may also occur when school conditions become so unsafe or distressing that families begin keeping their child home in order to avoid harm or allow the child time to recover. Because these situations are often not formally recorded as disciplinary actions, the student may appear absent rather than excluded. This can make the scale of the problem difficult to track and can place responsibility on families rather than the conditions that led to the absence. Informal exclusion can significantly disrupt a child’s access to education and is particularly common among students whose needs are not being adequately supported. Learn more
• informal resolution: Informal resolution refers to attempts to resolve a concern through conversation and problem-solving rather than through a formal complaint or appeal process. This may include discussions with a classroom teacher, meetings with school staff, or collaborative efforts to address an issue before escalating it within the school district. Informal resolution can sometimes lead to quicker solutions when all parties are acting in good faith and have the authority to implement changes. However, informal processes can also become prolonged when concerns are repeatedly discussed without resulting in clear decisions or meaningful action. In these situations, families may need to move from informal resolution to a formal process—such as a district appeal or other complaint pathway—in order to create an official record and obtain a decision that can be reviewed or challenged if necessary. Learn more
• information asymmetry: Information asymmetry refers to situations where one party has significantly more information than another, creating an imbalance in understanding and decision-making. In school advocacy, school districts and staff often have greater access to internal policies, documentation, incident reports, and institutional processes than families do. Parents may be asked to make decisions or respond to situations without having access to the same records, context, or procedural knowledge as the school. This imbalance can make it difficult for families to fully understand what has happened, what options are available, or how decisions are being made. Information asymmetry can also affect how quickly families recognise patterns of concern or know when to escalate an issue. Reducing information asymmetry—through transparent communication, clear documentation, and access to records—helps create more equitable and accountable decision-making processes. Learn more
• information withheld: Information withheld refers to situations where a school or school district does not share relevant information with families about events, decisions, or conditions affecting their child. This can include not informing parents about incidents that occurred at school, failing to disclose documentation such as incident reports or internal communications, or providing only partial explanations about decisions that impact a student’s education or safety. Information may be withheld intentionally or through institutional practices that limit what staff share with families. When families do not have access to the same information as the school, it can make it difficult to understand what has happened, advocate effectively, or make informed decisions about their child’s well-being. In some cases, parents only discover missing information later through records requests or formal complaint processes. Transparent communication is an important part of trust and accountability between schools and families. Learn more