Behaviourism is the theoretical foundation underlying many coercive school practices, from applied behaviour analysis (ABA) to token economies, reward-and-punishment discipline systems, and compliance-based IEP goals that treat a child’s natural responses to distress as targets for extinction. On this site, the tag marks content examining how behaviourist frameworks reduce children to observable outputs, strip meaning from behaviour, and authorise adults to override a child’s autonomy, communication, and self-protective instincts in pursuit of conformity. Posts under this tag explore how behaviourism operates in schools through rigid behaviour plans, room clears, partial schedules, restraint, seclusion, and the quiet daily coercion of children whose neurology is treated as a problem to be managed rather than a way of being to be understood. The tag connects specific practices to the ideology that legitimises them, drawing on disability justice scholarship, autistic community knowledge, and critical research that identifies behaviourism — particularly ABA — as a system of control that produces compliance at the cost of selfhood, safety, and psychological integrity. Where schools frame these interventions as support, this site names them as harm.