Navigating university processes, whether a conduct meeting, an academic appeal, or a conversation about accommodations, can feel overwhelming! Students at the University of Waterloo are encouraged to bring someone for support, but it’s important to know the difference between a support person and an advocate. Each plays a unique role, with different responsibilities and limits. Understanding these roles helps meetings stay fair, respectful, and focused on your needs.
What is a Support Person?
A Support Person is someone you bring to meetings, hearings, or other formal or semi-formal university processes to provide emotional, logistical, or moral support. They are there to assist you, the student, rather than to act officially on your behalf as an advocate or representative.
A support person may:
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Be present during a meeting with a decision-maker so you are not alone.
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Serve as a witness to what is said in the meeting.
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Take notes so you can remember all the points made.
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Provide comfort, remind you of what you want to say, help clarify questions, etc.
What a support person does not do:
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They do not act as your legal counsel.
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They do not speak on your behalf, unless expressly permitted (rare). Their role is not to advocate or argue your case for you.
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They are not decision-makers or participants in the process beyond supporting you. They don’t decide policy or outcome.
What is an Advocate?
An Advocate (or sometimes called a 'representative') is someone who more actively assists or even acts in your interest in a more “speaking” or negotiating sense.
They may, depending on institutional rules:
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Help you frame your concerns or responses, including helping you prepare statements.
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Communicate or negotiate on your behalf (if permitted).
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Ensure your voice is heard, clarify rights, or remind administrators/decision-makers of policy obligations.
However, even an advocate has limits:
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They may not be permitted to act as legal counsel unless explicitly allowed by policy.
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They must comply with the rules of the process (e.g. not disrupt, not be a conflict of interest, etc.).
Comparison: Support Person vs Advocate
| Role | What they can do | What they can’t / don’t normally do | What is expected / okay behaviour | What is not okay behaviour |
|---|---|---|---|---|
| Support Person | Be present with you in meetings; take notes; provide emotional and moral support; help you recall what was said; ask you clarifying questions; help you prepare beforehand. | Speak on your behalf (unless explicitly allowed); negotiate or advocate your position; act as legal counsel; make final decisions. | Be a calm presence; listen; help you feel less vulnerable; respect confidentiality; follow meeting norms (e.g. not interrupting) | Dominate the conversation; misrepresent your views; overstep into decision-making; violate confidentiality; be a witness and participant in conflict if conflict arises. |
| Advocate | Help you prepare responses and statements; possibly speak on your behalf; ensure your procedural rights are respected; sometimes negotiate with officials (if policy permits). | Act as legal counsel unless allowed; interfere improperly; mislead; take decisions for you. | Be informed; act in your interest; respect process and rules; maintain confidentiality; communicate clearly. | Misrepresent your views; violate role boundaries; become adversarial beyond what the university process expects; breach confidentiality; conflict of interest. |
What’s Okay and What Isn’t
Here are some concrete OKAY / NOT OKAY examples to clarify boundary lines:
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Okay:
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Your support person helps you take notes in a meeting so you can focus on listening.
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Your support person reminds you of points you want to make.
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Your advocate helps you draft your statement or clarifies policy points for you.
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With accommodation, your support person helps interpret written materials or uses assistive tech.
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Not Okay:
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Your support person speaking for you in the meeting when not permitted.
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Your advocate giving false statements or misrepresenting what you said.
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Using the support person role to intimidate others or disrupt the process.
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Violating rules of confidentiality or privacy.
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Why the Distinction Matters
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Procedural fairness: Everyone needs to know who’s speaking, who’s observing, and what roles people have — this helps ensure transparency.
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Clarity: If the support person starts acting like an advocate without permission, it can cause confusion, or even be taken as violating rules.
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Respect for process: Many policies differentiate between what is allowed and what isn’t. Knowing the distinction helps you stay within allowed boundaries and ensures your concerns are taken seriously.
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Meeting student needs: For students with disabilities, clear delineation of what support is permitted or accommodated is part of ensuring equitable access.
Special Consideration: Students with Disabilities
When a student has a documented or disclosed disability, additional supports or accommodations might apply. For example:
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A support person for a student with a disability may assist more actively in communication (e.g. interpreting, helping with written statements) depending on the nature of the disability.
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Under accessibility obligations (such as Ontario’s AODA), the university must provide reasonable accommodation which might include ensuring the student has a support person, extra time, or alternate format documentation.
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The support person role may be adapted (with the student’s permission) so that they facilitate access or help overcome barriers the student faces.
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The student with a disability still retains full control over what their support person does; consent and boundaries remain important.
Standard Case Support Person vs. Disability Case Support Person
| Scenario | Standard Case Support Person | Disability Case Support Person |
|---|---|---|
| Nature of support | Emotional / moral support; presence; note-taking; reminding of things to ask; helping recall what was said. | May include more active assistance, e.g. helping to interpret documents, clarifying communication, assisting with mobility / access, etc. |
| Role permissions | Does not speak on your behalf; doesn’t act as an advocate unless allowed; stays within meeting norms. | May have expanded permissions under accommodation: perhaps speaks for you in certain communication modes, helps with assistive technology; though still not legal counsel unless policy allows. |
| Interaction with process | Presence, observance, emotional support; the student does the speaking and responding. | More collaboration; sometimes the support person might help prepare documentation, ensure accessibility needs are met; may act as your ‘agent’ within defined accommodation limits. |
| Expectations | Respect the meeting process; maintain confidentiality; follow norms; not disrupt. | Same, plus respecting disability laws/policies; ensuring the environment is accessible; making sure the support person’s role supports inclusion without overshadowing the student’s voice. |
How the Ombuds Office Can Help
The Office of the Ombudsperson is an independent, confidential resource for all Waterloo students. We can:
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Explain the rules for bringing a support person or advocate to a meeting.
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Help you decide which role fits your situation.
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Clarify what each role can and cannot do under University of Waterloo policies and Ontario’s Accessibility for Ontarians with Disabilities Act (AODA).
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Offer guidance on preparing for meetings, understanding procedures, and making sure your rights are respected.
While the Ombuds Office is not a support person or an advocate, we help you understand these options so you can choose the right assistance and approach with confidence.