Eliminating the Use of
Restraint and Isolation in Schools
Washington schools reported over 25,000
instances of restraint and isolation
in the 2019-20 school year *
Restraint and isolation are outdated crisis management techniques that are commonly used in Washington schools, despite the passage of policy to restrict and eliminate its use. These practices are disproportionately used on students with disabilities, students of color, students in foster care, and students experiencing homelessness. Restraint and isolation as a response to challenging behavior is ineffective and dangerous and lead to significant trauma and injuries to students, teachers, staff, and families. The elimination of restraint and isolation is a civil rights and a human rights issue.
Roots of Inclusion's advocates for schools that are safe, supportive, and equitable spaces for every student and family. Changes in our understanding about the brain, nervous systems, human development, and behavior are shifting the paradigm in how schools can understand and respond to challenging behaviors. Neuroscience has expanded our understanding of the impact of toxic stress and trauma on developing brains and the difference between intentional behaviors and stress behaviors.
The time has come to utilize proactive approaches to challenging behaviors that are relationship-based, trauma-informed, developmentally appropriate, and individualized. We must take action to align educational and discipline approaches to the current research and brain science with a commitment to racial equity, access, and inclusion.
Shared here are resources and ways to connect to the work of eliminating the use of restraint and isolation.
Roots of Inclusion's advocates for schools that are safe, supportive, and equitable spaces for every student and family. Changes in our understanding about the brain, nervous systems, human development, and behavior are shifting the paradigm in how schools can understand and respond to challenging behaviors. Neuroscience has expanded our understanding of the impact of toxic stress and trauma on developing brains and the difference between intentional behaviors and stress behaviors.
The time has come to utilize proactive approaches to challenging behaviors that are relationship-based, trauma-informed, developmentally appropriate, and individualized. We must take action to align educational and discipline approaches to the current research and brain science with a commitment to racial equity, access, and inclusion.
Shared here are resources and ways to connect to the work of eliminating the use of restraint and isolation.
* The 2019-20 school year was intrupted by school closures due to COVID-19 in March of 2020.
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Upcoming Events
DR. ROSS GREENE: "KIDS DO WELL IF THEY CAN": How Collaborative & Proactive Solutions (CPS) Helps Schools Meet the Needs of ALL LEARNERS While Reducing Punitive, Exclusionary Disciplinary Practices Like Suspensions, Restraints, and Isolation.
Tuesday, November 15 from 6-8 p.m. Register at: https://kidsdowell.eventbrite.com/ Zoom link: https://us02web.zoom.us/j/85626338377 Clock Hours Available for Washington State Educators. Register here: https://www.pdenroller.org/ospi/catalog/150774 |