"The student is the best expert on their disability! Some things work for one student but might not work for all." - Transition Strategy Student Consultation
Advocacy
Every child deserves to feel seen, heard, and valued at school. When students have a say in their learning and the decisions that affect them, they build confidence and connection. By nurturing voice, choice, and agency, families and schools work together to create spaces where every child can grow as a capable, active participant in their learning journey.
Advocacy is about being heard, respected, and supported. When families, educators, and students learn to advocate together, it builds confidence, belonging, and stronger partnerships at school.
Building Advocacy Together
Advocacy happens when a student shares their own ideas, goals, strengths, and preferences with others.
This might be through talking, signing, writing, using technology, or showing through actions or visuals. When students advocate for their needs, they build confidence and strengthen their sense of belonging.
Self-advocacy grows over time as children experience safe, trusting relationships and see that their voice makes a difference. It does not mean doing things alone; adults still play an important role by listening, validating, and helping students find the words or tools to express themselves.
Often, children benefit from support when sharing what matters to them. Advocating with a child means taking time to talk together first, in a calm and safe space. Adults and children can plan what they want to share and decide how they want their voice to be heard.
Sometimes the child does the talking. Sometimes the adult helps or shares parts of the message. The approach is guided by the child’s comfort, readiness, and choice.
Example:
“Correct me if I’m wrong, but what I’m hearing is that having more time to get ready helps you feel regulated. Would you like to share that with your teacher yourself, or would you like me to help when we meet?”
There are times when a child may not want to attend or speak in a meeting or raise a concern themselves. This can be because the situation feels overwhelming, unfamiliar, or uncomfortable. In these moments, a parent or school staff member can help by sharing the child’s perspective.
When this happens, it is helpful when the adult has taken time to listen to the child and understand what matters to them. The child’s strengths, needs, and goals guide what is shared, so their voice remains at the centre of the conversation.
Example:
“They’ve shared that loud spaces can feel overwhelming, especially during group work. Having access to headphones or a quieter space helps them stay focused and engaged.”
Advocacy is not a skill children are expected to have all at once. It grows through trust, relationships, and involvement in decisions. When adults centre a child’s strengths and goals and work alongside them, children begin to feel confident using their voice in ways that work for them.
Supporting advocacy is a shared responsibility across families, schools, and communities. When we work together, children are more likely to feel seen, heard, and supported during transitions.
Advocacy Resources
Advocacy Cards
The Advocacy Card Template provides a simple, structured way for families to communicate key information about their child. It can be shared with educators to support understanding, connection, and consistent support across learning environments.
Use the template below:
| Topic: | Information about the Student |
|---|---|
| Student Name: | |
| Grade: | |
| About me (aspects about me that are important that I want to share): | |
| Areas of Strength: | |
| Areas of Need: | |
| Key Assessment/Instructional/Environmental Strategies: |
Advocacy Sentence Starters
The Advocacy Sentence Starters offer helpful phrases families can use when speaking with educators, administrators, or support staff. These prompts are designed to make conversations feel more confident, collaborative, and focused on shared understanding.
These sentence starters help students share what they need to learn and feel regulated. Advocacy means finding and using your voice, sometimes on your own, sometimes together with others. It helps teachers, classmates, and families understand what supports each student best. Every student learns in their own way, and these sentence starters make it easier to express needs clearly, kindly, and confidently.
How This Helps
Using these starters:
builds confidence
strengthens belonging
helps students take part in planning their learning.
Advocacy can look different for everyone; it might mean speaking up for yourself (self-advocacy), working alongside someone to share ideas (co-advocacy), or having a trusted adult help you communicate what you need.
When to Use These
Students can use these:
- during class or group work
- when they need help or tools
- in IEP or transition meetings
- when a task feels new or tricky
- anywhere
Use the sentence starters below:
Sentence Starters
- “I learn best when ____.”
- “It helps when the teacher ____.”
- “I focus best when ____.”
- “I need a bit more time for ____.”
- “I feel calm when ____.”
Idea Bank
- Tools: visual steps, timer, highlighter
- Environment: quieter spot, sitting near the front, fewer distractions
- Adult support: quick check-in, hearing steps again, seeing an example
- Body clues: “when my body feels calm,” “after a short break”
- Peer support: sharing ideas with a partner first
Sentence Starters
- “It helps me when I can use ____.”
- “Could I please have ____ for this task?”
- “I can do this more easily if ____.”
- “Sometimes I need ____ before I start.”
Idea Bank
- Tools: headphones, fidget, calculator, organizer
- Memory supports: word wall, anchor chart, printed steps
- Processing supports: more time, smaller steps, hearing instructions again
- Environment: quiet spot, soft lighting, steady seating
- Adult support: “Can you show me the first step?”
Sentence Starters
- “Right now, I’m feeling ____ and I might need ____.”
- “When I feel ____, it helps if ____.”
- “If I start to feel upset, I’d like to ____.”
- “I want to keep trying, but can I ____ first?”
Idea Bank
- Comfort strategies: short break, deep breaths, water
- Body clues: “my brain feels full,” “my body feels jumpy,” “my chest feels tight”
- Environment: quieter space, visual schedule, clear routine
- Adult support: check-in, calm tone, simple next step