Grievability refers to whose harm or loss is recognised as worthy of attention, concern, and response. The concept, developed by Judith Butler, describes how social systems implicitly decide which lives, experiences, or injuries are treated as significant and which are minimised or ignored. In school contexts, grievability can shape whose suffering is taken seriously when harm occurs. Some students’ experiences—particularly those who are disabled, neurodivergent, or marginalised—may be interpreted as behavioural issues, misunderstandings, or unavoidable difficulties rather than harms that require accountability and repair. When a child’s distress is repeatedly reframed as a problem with the child rather than a failure of the environment, their experiences may effectively become less “grievable” within the system. Recognising grievability helps highlight how institutional responses can unintentionally prioritise certain perspectives while overlooking others who are also experiencing harm.