Bullying is a fraught term in the context of disability and education, and this site uses the tag with deliberate caution. Neurodivergent children are simultaneously more vulnerable to being bullied and more likely to be labelled the bully, and both positions share a common root: the deficit between the support a child needs and the support a school provides. Children who require scaffolding around social and emotional learning, regulation, executive functioning, and impulse control are set up for crisis when that scaffolding is absent, and the resulting behaviour is then reframed as a character problem rather than a resourcing failure. When schools make bullying about niceness rather than about the structural conditions that shape how children treat one another — staffing, supervision, accommodation, explicit instruction in social communication — they collapse nuance in ways that serve exclusion. Posts under this tag examine how bullying frameworks interact with disability, exploring the ways schools use bullying language to pathologise neurodivergent behaviour, to justify removal, or to avoid accountability for the environmental conditions that produced the conflict. The tag also covers the experiences of disabled children who are targeted by peers, particularly where institutional indifference to that targeting compounds the harm.