Coercive control is a pattern of behaviour used to dominate another person by restricting their freedom, undermining their credibility, and creating fear of consequences for speaking or acting independently. Unlike isolated incidents of conflict, coercive control operates through ongoing tactics such as intimidation, manipulation, monitoring, isolation, financial pressure, or reputational harm. The goal is not a single outcome but long-term power over the other person’s choices and voice. In school advocacy contexts, coercive control can extend beyond the home. When a parent—often the mother—raises concerns about a child’s rights or accommodations, schools may unintentionally reinforce existing power imbalances. Institutions sometimes favour the quieter or more compliant parent, interpret safety concerns as “conflict,” or rely on a narrative of neutrality that treats both parents’ accounts as equally credible. For a parent already navigating coercive dynamics, this can replicate familiar patterns of gaslighting and discrediting. Fear of retaliation from a former partner may be overlooked or used against the advocating parent, while the child’s needs become entangled in adult power struggles. Understanding coercive control helps schools recognise when “parent disagreement” may actually involve a pattern of domination that affects both the parent’s ability to advocate and the child’s access to appropriate educational support.