Fear-based compliance
Parents comply with harmful plans or avoid complaints not because they agree, but because they fear retaliation, retribution, or further harm to their child.
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Why teachers cannot be trusted to explain accommodation denial
When my daughter reported that boys were harassing her through the bathroom door and the principal responded by telling her to return to class, the institutional response positioned her as the unreliable narrator—the one whose testimony required verification, whose distress could be minimised, whose understanding of harm could be dismissed as misperception or oversensitivity. Disabled…
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How FESL enables ongoing exclusion of disabled children
In 2020, the British Columbia Ministry of Education and Child Care brought into force the Framework for Enhancing Student Learning, a policy architecture ostensibly designed to guide the province’s approach to continuous improvement in public education, with particular attention to improving equity for Indigenous students, children and youth in care, and students with disabilities or diverse…
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The affective architecture of room clears
Room clears should be rare. In adequately resourced classrooms with sufficient staffing, with educational assistants trained in co-regulation, with adults who understand that compliance is not wellness and frozen silence is not calm, most crises could be prevented or held without architectural intervention. But British Columbia schools operate under manufactured scarcity, austerity politics disguised as…
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Justice and dignity too expensive for BC NDP
In 2018, experts told BC exactly how to fix special education funding. The government has spent five years “consulting” instead. Meanwhile, your child sits in hallways. The 192% problem nobody wants to fund Between 2015 and 2024, autism designations in BC schools exploded by 192%. Total student enrolment? Up just 11.6%. The province knows this. They…
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When delay becomes policy: British Columbia’s strategic abandonment of disabled students
In 2018, an independent panel reviewed how British Columbia funds kindergarten through grade twelve education and recommended a prevalence model for special education funding, a shift that would allocate resources based on statistical prevalence of disability within the general student population rather than on individual diagnostic designation. The proposal threatened to expose what the existing system carefully…
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Positive behavioural interventions and supports: a behaviourist rebrand
Positive behavioural interventions and supports circulates through British Columbia’s public schools with a gentle, polished confidence, offering administrators the comfort of matrices and fidelity tools, offering families soothing language about positivity and predictability, and presenting itself as an enlightened evolution of schoolwide discipline, yet what I see each time I study its structure is the…
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What research says about school conduct codes and disabled students
This explainer summarises what a small but influential group of scholars have shown about school discipline policies, student codes of conduct, and how these frameworks disproportionately harm disabled and neurodivergent students. It draws especially on the work of Catherine K. Voulgarides, Russell J. Skiba, Daniel J. Losen, David Osher, and Edward Fergus. Where possible, citations…
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Pacific Heights Elementary School (SD36): a neurodiversity-informed policy critique
The Pacific Heights Elementary Code of Conduct positions the school as a community of “learners (curiosity, humility, engagement, wonder, delight, creativity, collaboration, passion)” and emphasises “care for self, others, and the environment,” framing positive relationships as “foundational to learning.” This aspirational preface signals a relational ethos. Yet the operational sections reveal a blend of restorative…
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North Surrey Secondary (SD36): a neurodiversity-informed policy critique
North Surrey Secondary’s 2024–25 Parent/Student Handbook presents itself as a practical guide to daily school operations, but its conduct code reveals a disciplinary framework anchored in behavioural control, punctuality, and compliance. Its language reflects a pre-neuroscience understanding of student behaviour, one that frames regulation as obedience, distress as misconduct, and support as conditional upon conformity.…
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Systemic grooming and the illusion of care
The Canary Collective has written Systemic grooming and the illusion of care, a piece that captures, with devastating precision, what many educators and parents have felt but could rarely name: the way institutional systems cultivate obedience through the slow corrosion of self-trust. It describes how loyalty becomes a leash, how “teamwork” becomes surveillance, and how…
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A primer on truth for youth
If you’d told me last year that a man would feel emboldened to stand up in the UN and call the UN special rapporteur a witch and accuse her of trying to ‘curse Israel with lies and hatred’ I would have Googled to see if it was fake news! But then with the second presidency…
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North Okanagan-Shuswap (SD83): a neurodiversity-informed policy critique
School District 83’s Policy 310 Student Code of Conduct, amended December 14, 2021, presents itself as a framework for “safe, respectful, and inclusive learning and working environments for all members of its school communities.” The policy commits to restorative approaches, acknowledges that consequences should be “preventative and restorative in nature,” and states explicitly that “appropriate…
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Serpentine Heights Elementary (SD36): a neurodiversity-informed policy critique
Serpentine Heights presents its Code of Conduct as an affirmation of safety, inclusion, and communal care. The opening commitments describe a school that values belonging, co-constructed routines, and dignity for every learner, offering a vision of education rooted in relational safety and shared citizenship (p. 1) . This framing gestures toward a caring culture, one…
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Safety plans, billion-dollar scripts, and the harm they keep in place
When a parent hears the words safety plan, there is often a breath held in the chest — a brief hope that the school has recognised the reality of the child’s distress, that they have stepped back to consider what would truly help, that they are inviting the parent to build something together that will let…
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Why outspoken mothers face retaliation for advocacy in BC schools
Some of our articles speak in a more academic voice, especially when we are naming systems that silence or harm within BC schools. This is a sister essay to Epistemic silencing of disabled children’s primary caregivers, written as a more accessible entry point for readers who are newer to the topic or looking for clarity…
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Flourishing as an ethical imperative
Like many of you, I caught CBC’s Ideas episode the other day, where philosopher Angie Hobbs spoke about the ancient Greek concept of eudaimonia—a term sometimes translated as happiness or welfare, but more richly understood as human flourishing. In a world flooded by crisis, it may seem indulgent or impractical to contemplate the good life,…
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Epistemic silencing of disabled children’s primary caregivers
Epistemic silencing in BC schools discredits mothers’ knowledge, reframes advocacy as aggression, and erases disabled children’s pain, leaving families punished for truth.
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Joy is rationed for disabled kids in school
When disabled children are excluded from field trips, they are being punished for their needs. These joyful, formative experiences become conditional—offered only to those who mask well, follow rules, and cause no disruption. In British Columbia, this widespread practice violates both law and conscience. Inclusion that ends when the bus departs is not inclusion at…
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Collective punishment in schools: How humiliation undermines emotional safety and learning
In classrooms around the world, students are sometimes punished for the misbehavior of others. One student breaks a rule, and the entire class loses a privilege. This practice – known as collective punishment – persists even though it is broadly recognised as unjust. In fact, collective punishment is explicitly banned under Article 33 of the Geneva Conventions…
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On the tyranny of majoritarian sentiment
in 2021, The Vancouver School Board commissioned a third-party firm, Argyle, to engage students, families, educators, and community organisations in a trauma-informed review of its School Liaison Officer (SLO) program, which placed uniformed police in schools. The study found that while many respondents were unfamiliar with the program or viewed it positively, the research found…
