We can’t do this critical work without your help!

Please consider making a donation to help us make a difference for children, families, and educators. Together we can create positive change.

Ending the School-to-Prison Pipeline

Our mission is to inform changes in policy and practice to reduce and eliminate the use of punitive discipline and outdated behavioral management approaches and end the school-to-prison pipeline.

About seclusion and restraint

Restraint and seclusion are crisis management strategies that are used in many schools across the nation and the world. Physical Restraint, is exactly what it sounds like, it is a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs or head freely. Seclusion is the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. These interventions are dangerous and have led to serious injuries and even death in students, teachers and staff.

Learn more about restraint and seclusion

According to federal guidance restraint and/or seclusion should never be used except in situations where a child’s behavior poses an imminent danger of serious physical harm to self or others, and restraint and seclusion should be avoided to the greatest extent possible without endangering the safety of students and staff.


Latest Stories

Behaviors Charts: Helpful Strategy or Harmful Practice?

We have many thoughts and ideas about behavior charts, most of which would not surprise our long-time readers. While perhaps well-intentioned, behavior charts can cause anxiety, shame, a loss of intrinsic motivation and can increase stress behaviors.  I remember the frustration behavior charts caused my son and our family. He would come home from school…

Unpacking “Do your best”: More Than Just Three Words

From a learning and brain science standpoint, “do your best” is a complex directive. The all too common classroom expectation of “do my best” is a staple in many classrooms. Yet, from perspectives grounded in learning science and brain mechanics, “do my best” is far from straightforward or clear, especially for neurodivergent learners.

Elizabeth’s Story: You can’t be trauma-informed and cause trauma

Having a child with a disability or special needs comes with its own set of challenges and rewards. But for some of us parents, there is another looming fear, which is the fear that your child will be seriously injured or killed at school through the use of restraint or seclusion. In Pennsylvania, the PA…

A Letter to the Burlington School District Board

My name is Brian Dalla Mura, and I am writing to express my deep concern and strong desire for the Burlington School District Board to establish a subcommittee dedicated to reviewing and revising its discipline and restraint and seclusion policies.

The Real World Myth

Recently, one of my co-workers, a shift supervisor, asked our office manager if she could order a weighted stuffed animal and a swinging chair for her office for the children we serve. Many of the children we serve are from foster care and juvenile probation. Many have experienced trauma and suffer from anxiety, and some…

More stories >>

Sample Letters


Follow AASR

Get new content delivered directly to your inbox.

search previous next tag category expand menu location phone mail time cart zoom edit close