Behavioural management is the institutional language schools use when they mean control, and it functions most reliably as a mechanism for excluding neurodivergent children from the learning environments they have a right to occupy. On this site, the tag marks content examining how behavioural management operates as a proxy for the support, accommodation, and environmental adaptation that would actually provide meaningful access — replacing what a child needs with what a system finds convenient. Posts under this tag explore how behaviour plans, point systems, escalation protocols, and classroom expectations built around neurotypical compliance become the administrative scaffolding for partial schedules, suspensions, room clears, and eventual exclusion, each step framed as a reasonable response to a child who was set up to fail from the beginning. The tag connects specific practices to the broader pattern in which managing behaviour substitutes for understanding it, and where the language of safety and structure masks a refusal to resource genuine inclusion. Behavioural management, as it operates in BC schools, is less a support framework than a documentation trail — the procedural groundwork that makes a child’s exclusion appear inevitable rather than engineered.