Why “SASS”? The story behind the name…
The journey to “SASS” began, fittingly, with a conversation about voice. For too long, schools have quietly upheld the old notion that children should be “seen but not heard.” Our team—made up of educators, researchers, and community partners from across Ontario—wanted to turn that idea on its head. What if being seen and heard was actually the key to thriving in school? What if we helped students learn to speak up for their needs, to understand themselves as learners, and to navigate challenges with confidence and pride? Self-Advocacy and Student Success… SASS. Yes. It felt just the right amount surprising, disruptive, remarkable, and interesting.
We liked that the word has a spark to it—spirited, unbridled, a little mischievous. It reclaims something once dismissed (“Don’t be sassy!”) and transforms it into a symbol of agency and empowerment. In our context, to have SASS means to know yourself, advocate for what you need, and approach learning with confidence and curiosity. If we had a big budget, we’d make a montage of all kinds of children, from every kind of classroom, all over the world giving one of those s-shaped three snap gestures. You know? SASSY! Heyo, big budget or technically skilled friends, it would sure be cool to make a little GIF like that.
When we first floated the idea of calling the project SASS, the reaction was instant and joyful. Across schools, universities, and partner organizations, the name struck a chord. Here’s what our team had to say:
“Playful disruption is my bread and butter.”
The word SASS captures the spirit of gentle rebellion—of reimagining what it means for students to speak up and be heard. It’s not about defiance; it’s about courage and confidence.
“It makes sense to include all students.”
The Self-Advocacy and School Success Intervention feels broad, inclusive, and accessible. It’s not just for students with IEPs—it’s a framework for helping every learner find their voice and understand their needs.
“LOVE this shift.”
The title captures exactly what we’ve been trying to name: a movement that is both scholarly and spirited, that helps students claim agency while inviting educators to rethink what empowerment looks like in classrooms.
“I dream of classrooms where all students have individualized education plans—and SASS moves us closer.”
This vision reframes “sassy kids” as those who are seen and heard. It invites us to celebrate expressiveness, creativity, and confidence as hallmarks of learning, not as disruptions to it.
“This playful, empowering framing can engage all students.”
SASS brings warmth and energy to the work of teaching self-advocacy. It signals that learning about yourself can be joyful, not clinical or corrective.
“It reflects a belief that executive function awareness is necessary for some but good for all.”
Teaching self-advocacy through the lens of SASS helps every student—regardless of ability or background—develop the self-understanding and agency that support academic and personal growth.
Together, these reflections show why the name SASS stuck: it’s bold, memorable, and meaningful. It holds space for students to be seen and heard, and for educators to rethink what success and advocacy can look like when every learner has permission to bring a little sass into school.