Read time: 5 minutes.

Imagine a sadistic teacher purposely misdiagnosing you with multiple learning disabilities so she can put you in diapers, humiliate you and take full control of you, all day, every day. Into it? Let’s go! Not so much? Then read this bit… The following is a work of fiction that involves roleplay. It’s a popular form of power exchange exclusively done with people above the age of consent, if it’s not your cup of tea - there’s lots more to explore on my blog, otherwise, enjoy! :)

I’ve worked at this college for about 15 years now and it’s one of the most rewarding experiences I’ve ever had, professionally or otherwise. I initially wanted to teach cloud computing but quickly lost my passion for it. The subject matter was always interesting but the process of teaching, it was clear that it was more of a passion of mine, teaching it was simply unfulfilling. A coworker of mine was developing a remedial education department and, after hearing me lament about my position, she suggested I apply for a departmental transfer. 

To my surprise, my application was quickly accepted since not many people wanted to develop or work in this department. Since then, her and I have worked with hundreds of coeds, developing immersive programs for students who would otherwise be overlooked. 

Many students have learning disabilities or difficulties but most courses are streamlined and simply don’t account for these differences. We’ve developed very effective ways of assisting these students. They are so effective that they actually work well for many folks in the community, spanning many generations. 

We’ve found that having a mix of ages in each class, really helps the younger or more inexperienced students gain exposure to different types of learning and behaviour. For example there’s a boy named Edwart who is quite a few years older than the rest of his classmates who’s made great progress. Initially he was in the general education pipeline but I actually identified him as having learning disabilities and got him switched into my class. 

To the layman, he would appear to be completely ‘normal’ but this is why our program is so important. It isn’t until you’ve been trained and have many years of experience that you can identify those people who need this reprogramming the most. 

At first, he was very petulant. He would argue with us and insist on being put back in the ‘normal’ class. I ended up meeting with his parents, who are paying for his education, and explained to them that, unless he decided to cooperate, we may have to place him in our Basics Course. This course is considered the most rudimentary of the remedial programs and sometimes involves forms of ethical and therapeutic restraint methods.

Luckily Edwart’s parents are well educated and fully trust the value of these systems we’ve created. They had a few questions about his seemingly late diagnoses but I explained that many students fall through the cracks and essentially bluff their way through school until they end up like Eddie, needing to start from scratch, filling in all the gaps he missed along the way.

Once we had consent from his parents, I really took Edwart under my wing. The first thing we do with students in the Basics Course is get them in adult diapers. We used to pick and choose who needed diapers but after some complaints of favouritism, we decided it would be a general class mandate.

Each morning, we set up each student in their designated learning stations, which are converted twin sized beds. Me and the other staff get everyone set up in their diapers and then we begin our daily routine. First thing we do is implement a ‘tactile cooldown’ which is a way to calm the students down by sublimating their nervous systems. There are restraints attached to each learning station and we systematically restrain each student making sure they don’t hurt themselves or others for at least 45 minutes to start the day.

I always start with Edwart because he’s the oldest and biggest in his group by a fair amount. He used to try to talk his way out of every lesson but now he’s more placid. I’ve worked with him individually quite a bit. He has quite a bit of denial about his abilities and is surprisingly articulate. I always remind his parents, and the other staff, that articulation is not equivalent to intelligence. In the same way that certain birds learn phrases and repeat them over and over, Edwart has done something similar. 

You’ll notice that he repeats similar phrases once you get to know him. It’s pretty obvious that he’s just heard these things from movies and memorized them but he doesn’t actually have the capacity to create unique phrases. He repeats things like “I don’t need to be in special education” or “can I go back to the regular classes? I graduated with honours!” or “you’ve made a mistake! I want to be with my friends!” Of course I always reassure him that I’ll be his friend! I think it’s important to make personal connections with the students and reassure them emotionally.

After the tactile cooldown, we always do a group activity that everyone can participate in. We like to keep things very egalitarian so as not to upset the students. For example, Edwart might be capable of doing more advanced activities but we all, including the teachers, keep it simple. We might make macaroni art, play with blocks or do finger painting. Each activity helps focus the students and gives them a creative outlet. 

After the group activity, we gently restrain the students again and hand administer apple juice. We don’t want them to drink too quickly so this takes about 15 minutes. I always give Edwart his juice and make sure he drinks all of it because, when he first joined my class, he would try to dehydrate himself. He wasn’t accustomed to relieving himself in a diaper and would often repeat phrases he had heard in the regular class about wanting to be excused to go to the bathroom. He’s doing much better now. 

After apple juice breaks, it’s diaper check time. The class sizes are small but this sometimes takes up to an hour so again we only remove the restraints on the students who are having their diapers changed at the moment. Often this can turn into nap time too.

We then take the students into the outside learning area. This is an enclosed area where the students can enjoy the outdoors but also safely interact with the rest of the college students through a safety barrier. Edwart is lucky because his old classmates are exceptionally kind and they always wave to him and smile. I usually secure a soother in his mouth when we do this because he often gets very excited and sometimes even, unfortunately, a bit belligerent. 

I think he misses his old friends and might even have a crush on one of the girls so it’s just generally very stimulating for him to see them and watch them interact. It’s very cute.

Sometimes I’ll bring his arts and crafts projects to the outside learning area and give them to his old classmates. They’re always laughing and giggling when they see him and I think Edwart loves that. It’s hard for him to process that type of stimulation though so sometimes it comes across as frustration so I have to take him inside a bit early and place him down for a nap, of course, changing his diaper beforehand.

All around Edwart has been a joy to work with! He’s made steady behavioural and learning improvements despite where he started. Ultimately, even though he is one of the oldest boys in his group and the longest participant in the program, I would not recommend that he be released back into the general student population next year. In my professional opinion, it’s very important that Edwart continues to receive the consistent support of the Basics Course so as not to interrupt his learning progress.

I’m happy to have Edwart back in my group next year although most of his classmates will have graduated out of this level, I have no doubt he’ll make new friends, I’ll make sure of it.

Sincerely,

Miss B