Neurodiversity
A paradigm shift in understanding learning, behaviour, and support needs—centred on acceptance, not correction.
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The principal’s casualness reveals authorisation to harm
When a principal cancelled my daughter’s volleyball game with bureaucratic ease, her comfort while causing harm revealed systematic institutional authorisation.
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Your child’s teacher crossed a line. The school shrugged. Now what?
Every time my phone lights up with a call or email from the school, my stomach drops. I brace automatically: Is it another subtle threat? Another criticism of my parenting disguised as “concern”? Another make-work task to “fix” a problem they created? After years of this, I’ve learned to navigate school communication in a state…
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From trauma to topology: the grotesque work of quantifying institutional denial
When institutional harm accumulates in childhood—in objects confiscated, spaces denied, bodies excluded—the evidence lives first in memory and affect. The saucer eyes of a humiliated or frightened child. The sting in the sobs of a child who just wants to be with her friends at the volleyball game. The physical weight of a garbage bag…
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A multi-lens analysis of accommodation denial in BC Schools
When the school handed me a garbage bag filled with jackets at the end of the year, it was evidence of a failed executive function accommodation. When I was handed a box containing hundreds of dollars of fidgets, it was evidence of a regulation accommodation that had been denied. There’s a lot of reasons an…
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How BC’s 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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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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Rocky Mountain School District (SD) inclusion education update
I found an update in the October 14, 2025 board meeting package, starting on page 45. The update opens by outlining the provincial model so trustees and families understand the constraints shaping services. BC uses a model created more than twenty years ago, which places most learning support funding into the general per-student allocation. Only…
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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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Neural evidence exposes the steep cost of sacrificing vulnerable children to punitive myths
Neural evidence from Altered Neural Responses to Punishment Learning in Conduct Disorder offers a precise account of how punitive school discipline collides with the neurodevelopmental profiles of vulnerable children, because the study shows that punishment learning relies on the anterior insula’s capacity to transform discomfort into behavioural adjustment, and this capacity expresses irregular patterns in the children…
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Punishment is not a good learning tool
In Altered Neural Responses to Punishment Learning in Conduct Disorder, researchers examined how young people learn from punishment and reward using fMRI and computational modelling, and the findings show that punishment-based approaches produce weak and unreliable learning signals in a significant subset of youth. The study followed 174 young people (ages 9–18) who completed a…
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Look at how resilient I am
The discourse of the resilient subject converts structural scarcity into personal virtue, masking the institutional conditions that generate exhaustion.
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A guide to avoiding the most common mistakes in inclusive-education policy reform
Across British Columbia, school districts are refreshing handbooks, conduct codes, safety plans, and “inclusive education” frameworks—possibly in the shadow of the Ombudsperson’s systemic investigation into exclusion. These documents signal responsiveness, yet many still recreate the same structural conditions that generate exclusion in the first place. For example, Cariboo-Chilcotin School District 27’s Inclusive Education Parent Handbook,…
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The longest deployment: sending my son to school
A reflection on maternal vigilance in a system that demands composure while inflicting harm. This essay follows a mother’s daily act of sending her autistic son into an environment that equates obedience with virtue and endurance with progress. It traces the quiet moral injury of cooperating with institutions that repeatedly harm the children they claim…
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A war on joy: discipline, obedience, and the disabled body
An examination of how education absorbs military and capitalist values—discipline, endurance, and efficiency—until joy becomes a threat to order. This piece argues that the rationing of joy for disabled students is both an ethical and structural failure, transforming learning into control and endurance into a false measure of worth.
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When righteousness and safety diverge
Every parent who becomes an advocate stands at the threshold between justice and protection. We enter the arena to make things better, yet the fight itself can wound the very children whose pain brought us here. There is always a moment—quiet, terrible—when the pursuit of systemic change begins to scrape against the body of a…
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Incident Ipsum: decoding the bureaucratic poetry of school emails
It began, as so many things do, with a friend forwarding an email she could hardly parse. The first message made little sense; the follow-up from a case manager arrived dense with jargon, couched in performative empathy, and copied unnecessarily to a wider audience. The tone was professional. The effect was punitive. The email accomplished…
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Parents are responsible for the collapse of discipline ideology at school
The dominant narrative in staff rooms and comment sections insists that discipline has collapsed because parents no longer “back up the school.” This explanation comforts institutions and shames families, yet it misunderstands the architecture that once made discipline appear effective. What is collapsing is not parenting. What is collapsing is the total environment that once…
