A common question from school staff, administrators, and members of local school boards is, “If not restraint and seclusion, then what?” In this article, we will address how the current approaches are failing and leading to the use of restraint and seclusion. We will also address some of the approaches that can be used to reduce and eliminate the use of restraint and seclusion as well as other forms of punitive and exclusionary discipline.
Today, many schools across the nation are dependent on classical behaviorism to control and manipulate behavior. Although reward and consequence models of addressing behaviors are failing many children, they are widely used. Programs such as Positive Interventions and Supports (PBIS) have been implemented in many schools across the nation, yet the concerns related to behaviors has not been improving, nor has the issue of disproportionate discipline. In many cases, PBIS focuses only on surface behavior, which one can observe. The focus on surface behavior and the use of outdated, compliance-based, classical behaviorism methods continue to fail our students who most need help.
Over the past forty years, there has been a tremendous increase in the knowledge base about the brain, nervous system, human development, and behavior. This includes an understanding of the role toxic stress and trauma have on the structure of the developing brain and brain functioning. State-dependent functioning, the polyvagal theory, bottom-up versus top-down learning and control, and the differences between intentional behaviors and stress behaviors (flight, fight, freeze) are all part of this new understanding. However, despite all this progress, students with disabilities and Black and brown students who are unable to meet the behavioral expectations are not supported or accommodated; rather, they are routinely punished.
It is time to shift to approaches that are trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative to support all children in schools across the nation. Below are some of the programs we recommend for making the shift.
Applied Education Neuroscience
The Applied Educational Neuroscience program, developed by Dr. Lori Desautels and offered as a certificate at Butler University, integrates neuroscience research with practical strategies for educators, caregivers, and mental health professionals. The approach centers on four pillars: the adult nervous system, co-regulation, touch points (micro-moments of connection), and the language of the nervous system. Emphasizing trauma-informed, neurodiversity-affirming practices, the program draws from leading research in neuroscience and psychology to enhance resilience, healing, and engagement in educational settings. The certificate consists of nine graduate hours over three semesters, delivered virtually, and is open to a wide range of professionals working with children and youth.
Beyond Behaviors
The Beyond Behaviors approach by Mona Delahooke, PhD, reframes children’s behavioral difficulties as signals of underlying emotional or physiological needs, rather than deliberate misbehavior. Delahooke encourages educators to view behaviors as the “tip of the iceberg,” advocating for a neurobiologically-informed, compassionate response that seeks to understand the child’s nervous system, individual differences, and relational context. This approach helps educators move beyond compliance-focused discipline, instead fostering psychological safety, resilience, and secure relationships. Practical strategies include supporting co-regulation, addressing sensory needs, and prioritizing connection over correction. By adopting Beyond Behaviors, educators can more effectively support all children, especially those experiencing trauma, stress, or neurodevelopmental differences.
Collaborative Problem Solving
The Collaborative Problem Solving (CPS) approach from Think:Kids at Massachusetts General Hospital is an evidence-based, trauma-informed method designed to help children with challenging behavior. CPS is rooted in the belief that these children do not lack the will to behave well, but rather the skills—such as flexibility, frustration tolerance, and problem-solving. Instead of relying on rewards or punishments, CPS emphasizes identifying the triggers of challenging behavior and partnering with children to build the skills they need. This collaborative process not only reduces challenging behavior but also strengthens relationships between children and adults, offering a compassionate and effective alternative to traditional discipline.
Heart-Strong Changemakers for Children™
The Heart-Strong Changemakers for Children™ program, developed by Sandi Lerman and Heart-Strong International, is a trauma-informed, neuro-affirming training designed for parents, teachers, and youth professionals to support children facing emotional and behavioral challenges. Rejecting traditional behaviorist methods, the program focuses on addressing root causes of behavior through compassion, connection, and practical neuroscience-based strategies. Its ten-week curriculum teaches relationship-building, effective communication, and scaffolded support systems, empowering educators to foster growth, healing, and transformation without coercion. By shifting adult responses rather than seeking to control children, this approach helps educators create safer, more supportive environments where all children, especially those who are neurodivergent or have experienced trauma, can thrive.
Low Arousal
The Low Arousal approach, developed by Professor Andrew McDonnell at Studio 3, is a person-centered, non-confrontational strategy for supporting individuals with challenging behavior, especially in educational settings. It emphasizes reducing stress, fear, and frustration by focusing on de-escalation, demand reduction, and avoiding triggers such as direct eye contact or sudden movements. Key elements include reflective practice, empathy, and relationship-building, with a strong emphasis on understanding the internal emotional states of children rather than attributing behavior to willful disobedience. For educators, this approach fosters calmer, more predictable environments, reduces the need for restraint, and supports trauma-informed, compassionate responses that help all students thrive.
NeuroRelational Framework (NRF)
The NeuroRelational Framework (NRF), developed by Connie Lillas, RN, MFT, PhD, is a holistic, evidence-based approach designed to bridge gaps between mental health and developmental care for children with complex needs. The NRF emphasizes integrated, personalized assessment and treatment, engaging both families and practitioners in collaborative planning. For educators, the NRF offers practical tools to better understand a child’s stress and relational needs, using a shared language that enhances communication with families. This approach increases efficiency, supports resilience, and helps identify overlooked issues, enabling educators to provide more comprehensive and reflective support for children facing developmental and emotional challenges. Request a free starter kit to learn more about the NRF.
Neurosequential Model for Education
The Neurosequential Model in Education (NME), developed by Dr. Bruce Perry, is a neurodevelopmentally informed, trauma-sensitive framework that helps educators understand and respond to student behavior through the lens of brain development. Rather than a specific intervention, NME educates school staff about how the brain develops, the impact of stress and trauma, and the importance of sequencing support: regulate, relate, then reason. By focusing first on helping students feel safe and regulated, educators can build relationships and then engage in effective teaching and problem-solving. This approach reframes challenging behaviors as signs of underlying dysregulation, enabling more compassionate, effective support for all students, especially those with adverse experiences.
Reframing Behavior
The Reframing Behavior approach, developed by the Crisis Prevention Institute (CPI) in collaboration with the Alliance Against Seclusion and Restraint, is a neuroscience-based, schoolwide training program for K-12 educators. It equips staff with actionable skills to understand the “why” behind behavior by viewing actions through the lens of brain and nervous system functioning, especially in response to stress and trauma. The program’s four elements—Reframe Your Perspective, Reframe Your Awareness, Reframe Your Actions, and Reframe Your Relationships—help educators regulate their own emotions, foster empathy, and create supportive environments. This approach reduces punitive discipline, promotes student well-being, and builds positive, trauma-informed school cultures.
Shanker Self-Reg
The Shanker Self-Reg® approach, developed by Dr. Stuart Shanker at The MEHRIT Centre, is a science-based framework for understanding and managing stress to promote self-regulation in children and adults. It focuses on five interrelated domains of stress: biological, emotion, cognitive, social, and prosocial. The Shanker Method® involves five practices: reframing behavior as stress-driven, recognizing stressors, reducing stress, reflecting to build stress awareness, and restoring energy. For educators, Self-Reg offers tools to become “stress detectives,” address the root causes of challenging behaviors, and create supportive, inclusive classrooms. This approach enhances learning, well-being, and resilience for all students, while also supporting educator well-being.
The Why Toolkit™
The Why Toolkit™, developed by Connie Persike of Supportable Solutions, is an evidence-based assessment and support system designed to help educators understand and address the root causes of student behaviors through a neuroscience and trauma-informed lens. The toolkit moves beyond traditional behaviorism, focusing on relational, regulatory, and neurodiversity-affirming practices. It guides educators through a data-driven process to identify stressors and triggers, map a student’s wave of distress, and develop individualized support plans that prioritize connection, safety, and belonging. By shifting the focus from compliance to compassion, The Why Toolkit™ empowers educators to foster positive, lasting change for students and staff alike.
Ukeru
The Ukeru approach, developed by Grafton Integrated Health, is a trauma-informed, restraint-free crisis management system designed to help educators and caregivers support children without using restraint or seclusion. Ukeru emphasizes “comfort over control,” training staff to use calming language, supportive body language, and, if needed, soft pads for protection—never force or physical holds—to safely de-escalate crises. The approach is rooted in understanding behavior as communication, especially for children with trauma histories or neurodevelopmental differences. By eliminating restraint and seclusion, Ukeru has reduced injuries, improved outcomes, and fostered safer, more compassionate school environments, empowering educators to respond to distress with empathy and support.
There are many better approaches to supporting children who are currently being traumatized by punitive and exclusionary discipline programs and outdated crisis management programs that are pushing them down the school-to-prison pipeline. Our schools should be working to go upstream to address the issues that are leading to the violation of civil rights for many children throughout the country. Our school districts and state departments of education should be providing guidance and technical assistance to promote trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative interventions to make our schools safer for students, teachers, and staff.
Do you have recommendations for additions to our list? If so, feel free to reach out.
Updated 6/20/2025