Home » About K12 complaints » Glossary
twice exceptional
Twice exceptional refers to students who are both gifted and have a disability or learning difference, such as autism, ADHD, or dyslexia. These students may demonstrate advanced abilities in some areas while needing significant support in others. Because their strengths and challenges can mask each other, twice-exceptional students are sometimes misunderstood within education systems that expect ability to appear in consistent ways. Without appropriate recognition and support, these students may struggle academically or emotionally despite having high potential.
-
Don’t wait for an apology to heal
The apology is probably not coming. It is worth saying plainly, before anything else, because so much of what keeps families suspended in the aftermath of institutional harm is the unspoken anticipation of it — the sense that healing cannot properly…
-
What does success actually look like in school complaints?
Success in school complaints rarely looks like the resolution families imagined when they began. There is almost never an apology. There is rarely an admission that something went wrong. The school will not, in most cases, say plainly that your child…
-
How do I protect my child emotionally while pursuing a complaint?
Complaints are stressful for the whole family, and children are perceptive in ways that adults consistently underestimate. A child does not need to overhear a specific conversation to absorb the tension that a complaint process generates — they feel it in…
-
What if the school says “this is just how we do things”?
Institutional normalisation is not a legal defence, and it is not a satisfactory answer. “This is our practice” is one of the most common responses families receive when they challenge something a school has been doing for a long time without…
-
Can I pursue more than one complaint pathway at the same time?
Yes. Many families assume they must choose one path and exhaust it before opening another. In reality, different pathways address different dimensions of the same harm, and pursuing them in parallel is not only permitted — it is often strategically essential.…
-
What’s the risk of waiting too long to escalate a complaint?
The biggest risk is not conflict. It is lost options. BC’s formal complaint pathways carry hard deadlines that run whether or not you are aware of them. A human rights complaint must generally be filed within one year of the last…
-
Why do schools sometimes respond defensively when parents document everything?
Documentation threatens ambiguity, and ambiguity protects institutions. When parents begin keeping clear records — dates, quotes, follow-ups — schools may shift tone. You might be labelled “adversarial” or “untrusting.” This response is about risk management, not your behaviour. Documentation is not…
-
What does procedural unfairness look like in BC schools?
Procedural unfairness is about how decisions are made, not just what decisions are reached. Common examples include: Procedural unfairness matters because it is reviewable. Bodies like the Ombudsperson do not re-decide educational policy — they assess whether the process was fair, transparent, and…
-
Is it normal for schools to ask parents to “work collaboratively” during serious harm?
“Collaboration” is often presented as a moral requirement, but it is not always appropriate — especially when serious harm is occurring. Collaboration assumes shared power and good faith. Many complaint situations involve neither. When a school controls information, staffing, documentation, and…
-
How do I know if advocacy has turned into a time trap?
Advocacy becomes a time trap when it consumes increasing amounts of energy while producing diminishing returns. Parents often describe this as constantly preparing: drafting emails, gathering documentation, attending meetings, following up, waiting — only to find themselves back where they started.…