Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measures remains scant. In contrast, there is growing concern about the impact such punitive spaces have on well-being. This study used the methodological framework of Interpretative Phenomenological Analysis (IPA) to explore how young people made meaning of their lived experiences of isolation rooms/booths (IRBs) in UK mainstream secondary schools through the lens of psychology. Unstructured interviews were conducted with five participants aged 11-18 with repeated experiences of spending time in IRBs. This article focuses on the superordinate theme "The Process" (a restrictive process, the punishment, a process that separates). The findings highlight the impact of isolation on YP's well-being and add to the evidence-base for further understanding IRBs, whilst questioning their appropriateness as a legitimate, psychologically safe sanction in schools.