Hallway placement refers to situations where a student is directed to work or remain in a hallway or other space outside the classroom for extended periods of time. This may occur when a student is struggling with behaviour, dysregulation, or classroom participation, or when staff believe the student needs separation from the class environment. While short breaks or movement can sometimes help students regulate, hallway placement can become problematic when it effectively removes a student from learning without a clear plan for support or reintegration. Students may be physically present at school but excluded from instruction, social interaction, and classroom activities. For disabled students in particular, repeated hallway placement can reflect unmet accommodation needs rather than a deliberate choice to disengage. When used as an ongoing response rather than a brief regulation strategy, hallway placement can function as a form of informal exclusion from the classroom.