Speaking up for a child’s needs, rights, and supports (at school, with services, or in healthcare).

A change to the environment or expectations so someone can access learning or daily life more fairly.

A structured process to understand strengths, needs, and supports (e.g., learning, speech, behaviour, sensory).

The emotional bond between a child and caregiver that supports safety, trust, and regulation.

What someone does to communicate a need, emotion, or response to the environment (not “good” or “bad” by default).

A support plan that focuses on preventing distress, teaching skills, and responding safely when things are hard.

Physical and emotional exhaustion after long-term stress/overload. Can affect kids and carers.

A written plan of goals, supports, responsibilities, and follow-ups (health, mental health, disability support).

An adult helps a child regulate through calm voice, presence, structure, and support — before self-regulation develops.

Agreeing to something with understanding and choice. Kids can still practise consent in age-appropriate ways.

A person who helps coordinate supports, referrals, and plans across services.

A clinical label used to describe a pattern of traits or experiences. It can help access supports but doesn’t define a person.

When emotions or nervous system activation are too high/too low for the situation, making thinking and coping harder.

When demands feel overwhelming and trigger a stress response. Often linked to anxiety and nervous system overload.

Brain skills for planning, starting tasks, shifting, remembering steps, and managing time.

Skills and supports that help feelings move through safely (not “stopping emotions”).

A plan describing supports, accommodations, and learning goals (varies by country/school system).

A process that asks: what is the behaviour communicating, what triggers it, and what helps?

Support services work with the family’s needs, goals, values, and culture (not “one-size-fits-all”).

Common stress responses when the nervous system senses threat — can look like anger, escape, shutdown, or people-pleasing.

Skills that help bring attention back to the present moment (body, senses, breathing, movement).

Family doctor who can refer to specialists, coordinate care, and support ongoing health needs.

A goal style that can help plans feel clearer: Specific, Measurable, Achievable, Relevant, Time-bound.

Support to build new skills (daily living, communication, independence), often used in disability services.

Being able to find, understand, and use health information and services.

Collaboration between caregivers and teachers to support learning and wellbeing.

A personalised plan with goals, supports, accommodations, and review dates (common term internationally).

Meaningful access and belonging — supports are adjusted so a child can participate.

Agreeing to something after understanding risks, benefits, and choices.

Services/school and family plan together so goals and supports are consistent across settings.

Support that avoids blame and focuses on what helps, what’s realistic, and what’s safe.

A primary contact who helps coordinate appointments, referrals, and communication across services.

A strengths-based approach that highlights what a child can do, enjoys, and learns best.

Extra help, accommodations, or specialist input to support learning access.

Reducing non-essential demands temporarily to support nervous system recovery and safety.

A child supported by state care systems (terminology varies). Needs trauma-informed, stable support.

A loss of control due to overload (sensory, emotional, cognitive). Not a “tantrum.”

Hiding or suppressing traits to “fit in.” Can be exhausting and affect mental health.

A group of professionals working together (e.g., OT, SLT, psychologist, teacher, GP).

The idea that brains vary naturally — different ways of thinking, sensing, learning, and communicating.

The body’s safety and regulation system (stress responses, calm states, sensory processing).

Support determined by what helps someone function and feel safe — not just a label.

Supports daily living, sensory needs, routines, fine motor, and participation at home/school/community.

When demands exceed coping capacity (sensory, emotional, social, cognitive).

Support outside school hours such as respite, mentoring, community programmes.

A supportive approach that prevents distress, teaches skills, and changes environments to reduce harm.

Extra time needed to understand language, instructions, or information.

Supports mental health, assessments, behaviour understanding, coping skills, and therapy (varies by role).

Things that support wellbeing: connection, sleep, predictable routines, safe adults, supportive school.

Overall wellbeing, participation, comfort, safety, and meaning (not just “achievement”).

Prepared questions to take to meetings so you don’t have to think on the spot.

Changes that remove barriers and are practical to provide (language differs by country).

A formal request to access another service (OT, SLT, CAMHS, paediatrics, etc.).

Short-term support that gives carers a break and supports the child in a safe setting.

Restoring safety, stability, and wellbeing after stress, trauma, burnout, or illness.

How the brain and body notice, organise, and respond to sensory input (sound, touch, movement, etc.).

Supports communication, language, social communication, and sometimes feeding/swallowing.

A plan for what to do when someone is at risk or overwhelmed — who to call, what helps, and next steps.

Skills to notice feelings/body signals and use tools to cope (develops over time).

Approach that assumes experiences may include stress/trauma and focuses on safety, choice, trust, and empowerment.

Things that activate distress or stress responses (sensory, reminders, conflict, fatigue).

Prioritising support based on urgency and risk when services are busy.

Planning teaching so more learners can access it from the start (multiple ways to learn, show learning, and engage).

Looking for needs behind behaviour: sensory, communication, anxiety, fatigue, transitions, safety.

Communicating that feelings make sense, even when behaviour needs boundaries.

Parenting guided by values (connection, safety, kindness) rather than fear, shame, or perfection.

Mental, physical, emotional, and social health — including rest, safety, connection, and meaning.

Multiple supports working together across home, school, health, and community.

Tests that create pictures of the body; may be referenced in medical reports or referrals.

Services designed for children/teens (health, mental health, disability, school support).

The legal/ethical protections families and children have in education, healthcare, and disability support.

Learning happens best when tasks are “just right” — not too easy, not too hard — with support.