One day, everyone will have always been against this
End Collective Punishment in Schools
This article argues that the exclusion of disabled children from public schools is often normalised through slow, procedural steps rather than obvious acts of removal. It describes how reduced days, repeated meetings, carefully worded emails, room clears, delay, deflection, and “support and safety” language can gradually push a child out of school while making the process appear reasonable or unavoidable.<br />
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The article names this pattern as an erosion of access and belonging. It explains how families can be worn down by the effort required to keep advocating: attending meetings, writing emails, filing complaints, challenging vague responses, and trying to keep their child connected to school