Collective punishment occurs when a group of students is disciplined or restricted because of the behaviour of one or a few individuals. Instead of addressing the specific circumstances or needs involved, consequences are applied broadly—such as cancelling activities, restricting recess, removing privileges, or isolating an entire class. In schools, collective punishment is sometimes used as a behaviour management strategy intended to encourage peer accountability. However, it can create harmful dynamics, particularly for disabled students. When a child’s behaviour is connected to disability, communication differences, or dysregulation, group penalties can quickly turn classmates into enforcers. Peers may pressure, blame, or exclude the student perceived to have “caused” the punishment. This approach can intensify stigma, isolation, and bullying while failing to address the underlying needs driving the behaviour. For students who require accommodations, regulation support, or environmental adjustments, collective punishment replaces problem-solving with fear and social pressure. Effective behaviour support focuses on identifying barriers, providing appropriate accommodations, and teaching regulation and communication skills. Addressing behaviour at its source supports both the individual student and the wider classroom community, without placing the burden of discipline on the group.