Epistemic injustice refers to situations where a person’s knowledge, testimony, or interpretation of events is given less credibility because of who they are. The term describes a form of unfairness in how knowledge is recognised, valued, or dismissed. In education contexts, epistemic injustice can occur when the insights of students or families—especially those who are disabled, neurodivergent, racialised, or otherwise marginalised—are discounted or treated as less reliable. For example, a parent’s detailed understanding of their child’s needs may be dismissed in favour of institutional assumptions, or a student’s account of harm may be minimised because their communication style differs from what staff expect. Epistemic injustice can also arise when systems lack the concepts or language needed to recognise certain experiences. When families try to explain patterns of exclusion, dysregulation, or unmet needs and are told that the problem is simply behaviour or parenting, their knowledge is effectively erased. Recognising epistemic injustice helps shift attention from “whose story is believed” to whether systems are structured to take lived experience seriously. Educational decision-making is more accurate and equitable when the knowledge of students and families is treated as an essential source of understanding.