Help us stop the trauma!

Your contribution is more than just a donation; it helps us create safer schools for students, teachers, and staff. Your donation helps us promote a trauma-informed, neuroscience-aligned, relationship-driven approach to supporting all children. We can and must do better for our children.

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. The important wording here is “serious physical harm”, these measures are not intended merely for unsafe situations, but rather to situations that could result in death or serious bodily injury. As such based on federal guidance restraint and seclusion should be exceedingly rare. However, it has been found that restraint and seclusion are occurring far more frequently in schools across the nation and are not always limited to situations that involve imminent serious physical harm.


Latest Stories

International Day of Persons with Disabilities

On #internationaldayofpersonswithdisabilities, I’d like to bring awareness to the disproportionate use of restraint and seclusion on youth with disabilities and Black youth in K-12 schools in the U.S.

Earn a graduate certificate in Trauma-Informed Educational Practices for Children & Adolescents

Today’s guest author is Tammy Wynard. Tammy is an assistant professor of health sciences and program director for the online graduate certificate in Trauma-Informed Educational Practices for Children & Adolescents at North Central College in Naperville, IL. To learn more about Tammy, please read her biography or reach out to Tammy to connect! “This … Continue reading Earn a graduate certificate in Trauma-Informed Educational Practices for Children & Adolescents

A future educator shares thoughts (and a project) on seclusion

I came across the Alliance Against Seclusion and Restraint (AASR) Twitter account while scrolling through my feed one day. I chose the topic of ending seclusion for my final project. I relied heavily on the AASR Twitter account and website for my project. 

Beyond Behaviorism: A New Lens for Assessing Behavior

Now is the time to do better. It is time for those of us in the field who conduct Functional Behavioral Assessments to move beyond behaviorism and to incorporate new learnings that welcome neurodiversity and focus on trauma-sensitive practices.

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