This essay uses tools of language and philosophical analysis to examine and illustrate the perils of educational niceness. It defines educational niceness as a practice that’s predicated on the belief that it is possible and desirable for educators to share their views with students without imposing their will and opinions upon them (their students). It discusses five symptoms of educational niceness: first, that educational impositions are limited to educators’ behavior; second, that educational impositions stem primarily from educators’ verbal behavior; third, that certain forms of verbal behavior (sharing) are, by nature, non-imposing or less imposing; fourth, that educational impositions stem from intentional actions only; and fifth, that all impositions are, ipso facto, unethical. After exploring each symptom, the paper exposes the philosophical roots of educational niceness, discusses some of its perils, and concludes by suggesting an educational cure—a theory and pedagogy of coercive restraint.