The right to play is acknowledged as crucial for children, yet it is often compromised in educational settings due to punitive behaviour management practices. This chapter examines the inherent conflicts where play, deemed integral to child development, is restricted as a punishment for behavioural issues. Denying play opportunities violates children’s fundamental rights, including those related to development, participation, and wellbeing. Despite evidence showing the limited effectiveness of punitive measures, many schools continue to rely on outdated methods that treat leisure time as a privilege rather than a right. This cycle of social skill deficits and rights restrictions perpetuates ineffective behaviour management. A rights-based approach rooted in the UN Convention on the Rights of the Child is essential to creating an educational environment that prioritises and protects children’s rights. Promoting positive behaviour through the right to play can empower students, enhance social-emotional skills, and establish a more supportive learning environment. However, implementing this approach requires educators to first understand and apply the mandates of the Convention, often hindered by a legacy of non-awareness and misunderstandings.