Research increasingly demonstrates that schools, particularly secondary settings, engage in hyper-surveillance of neurodivergent students, often interpreting disability-related behaviors as defiance, disruption, or criminal misconduct (Hines et al., 2018; Kim et al., 2021; Losen et al., 2015; Yell et al., 2022). This surveillance disproportionately affects neurodivergent students (Haight et al.,...
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