A Shared Language
Schools are living communities. The words we use shape how we care for one another and how learning unfolds. This glossary offers simple meanings for some of the ideas that guide our work rooted in research, expressed in everyday language, and oriented toward nurturing environments where educators and students can grow.
Agency
The capacity to make thoughtful choices and influence one’s path towards meaning in life. In schools, agency grows when students and educators feel empowered to contribute, take initiative, and shape their learning together.
Source: OECD. Learning Compass 2030.
https://www.oecd.org/education/2030-project/
Awareness
The simple human ability to notice what is happening within ourselves and around us. When awareness deepens, we begin to see our thoughts, emotions, and relationships more clearly.
Source: American Psychological Association Dictionary of Psychology
https://dictionary.apa.org/awareness
Attention
The ability to gently place our mind on what matters in the present moment. Attention supports learning by allowing students and teachers to listen, reflect, and engage fully.
Source: American Psychological Association Dictionary of Psychology
https://dictionary.apa.org/attention
Belonging
Definition: The experience of feeling welcomed, valued, and part of a community. When belonging is present, people naturally show up more fully and contribute more generously.
Source: OECD PISA Global Competence Framework.
https://www.oecd.org/pisa/innovation/global-competence/
Compassion
The ability to notice suffering and respond with care. Compassion reminds us that learning happens best in environments where people look out for one another.
Source: Stanford CCARE
Curiosity
The quiet spark that invites us to ask questions and explore the unknown. Curiosity keeps learning alive and helps students see the world as a place of discovery.
Source: Kashdan, T. et al. (2018). The Five-Dimensional Curiosity Scale.
https://doi.org/10.1016/j.jrp.2017.11.011
Emotional Literacy
The ability to recognize and express emotions with clarity and care. When students and educators can name their emotions, communication becomes more open and respectful.
Sources: Brackett, M., Rivers, S., & Salovey, P. Emotional Intelligence in Education.
https://doi.org/10.1007/978-1-4419-1428-6
Emotional Regulation
The skill of working wisely with our emotions so they support learning rather than overwhelm it. Emotional regulation helps people remain steady during moments of challenge.
Source: Gross, J. (1998). The Emerging Field of Emotion Regulation.
https://doi.org/10.1037/1089-2680.2.3.271
Empathy
The ability to understand and appreciate another person’s experience. Empathy allows students and educators to meet one another with respect and understanding.
Source: American Psychological Association
https://dictionary.apa.org/empathy
​
Flourishing
A condition in which people feel supported, connected, and able to grow. Flourishing includes well-being, purpose, and meaningful relationships.
Source: Keyes, C. (2002). From Languishing to Flourishing.
https://doi.org/10.1037/0022-3514.82.6.1007
Gratitude
The practice of recognizing the many ways our lives are supported by others. Gratitude strengthens relationships and brings attention to what is working well.
Source: Emmons, R., & McCullough, M. (2003). Counting Blessings vs Burdens.
https://doi.org/10.1037/0022-3514.84.2.377
​
Kindness
Simple actions that help others. In school communities, small acts of kindness often create the conditions for deeper trust and collaboration.
Source: Curry, O. et al. (2018). Kindness and Well-Being.
https://doi.org/10.1016/j.jesp.2017.10.005
Psychological Safety
A shared sense that people can speak honestly, ask questions, and make mistakes without fear of embarrassment or punishment.
Source: Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams.
https://doi.org/10.2307/2666999
Reflective Practice
The habit of learning from experience by pausing to observe, reflect, and adjust. For educators, reflection helps teaching evolve with care and intention.
Source: Schön, D. (1983)
The Reflective Practitioner.
Resilience
The ability to recover and continue growing through difficulty. Resilience often develops through supportive relationships and meaningful challenges.
Source: American Psychological Association – Resilience
https://www.apa.org/topics/resilience
Self-Awareness
The ability to recognize one’s emotions, thoughts, strengths, and limitations. Self-awareness is a starting point for thoughtful action and growth.
Source: CASEL Social Emotional Learning Framework
Trust
Confidence that others will act with reliability, integrity, and care. Trust grows slowly through everyday actions and is essential to strong communities.
Source: American Psychological Association – Trust
https://dictionary.apa.org/trust
​
Wellbeing
A state in which people feel supported, capable, and able to live meaningful lives. In schools, well-being includes both supportive conditions and the skills that help people navigate life.
Source: World Health Organization – Promoting Well-Being
https://www.who.int/activities/promoting-well-being
Wisdom
The ability to understand situations deeply, see multiple perspectives, and reflect with clarity and openness. It integrates insight and compassion, guiding balanced judgments and actions for the greater good.
Source: Ardelt, M. (2003). Empirical Assessment of Wisdom.
