A Systems Approach to Limiting or Eliminating the Use Restraint and Seclusion in Schools

Despite the long-term negative outcomes associated with restraining and secluding students, these practices are frequently used in schools, with disproportionate use on students with disabilities. Based on recent guidance from the U.S. Justice Department's Civil Rights Division, misusing these practices violates student rights under the Americans with Disabilities Act. This policy document aligns with research findings that seclusion and physical restraint should only be used in emergencies and only as a last resort. This article intends to provide three systems-level changes to reduce or eliminate the use of restraint and seclusion in schools: implement schoolwide positive behavior intervention and supports, support students in crisis, and include families in an ongoing collaboration process. Key Words restraint, seclusion, positive behavior intervention and supports, collaboration, supporting students in crisis, systems approach