Below is a letter we recently sent to members of the Beaverton School District Board and the Superintendent. The letter was sent on September 3rd, 2025 and to date (September 17th) we have not received a response or acknowledgment. The letter was drafted based on concerns that have been raised in the community and provided an offer to collaborate.
Dear Superintendent Balderas, Chair Garg, and Members of the School Board,
My name is Guy Stephens, and I am the Founder and Executive Director of the Alliance Against Seclusion and Restraint (AASR). We are a national nonprofit organization and a community of more than 35,000 parents, caregivers, self-advocates, educators, and professionals working together to advance positive change for children whose behaviors are often misunderstood. Our mission is to inform changes in policy and practice that reduce and eliminate the use of punitive and exclusionary discipline, as well as outdated behavioral management approaches, and to end the school-to-prison pipeline. Our vision is better outcomes and safer schools for students, teachers, and staff.
We are reaching out after being contacted by a member of your school community who expressed serious concerns about the use of restraint and seclusion within the Beaverton School District, specifically at Hiteon Elementary School. The concerns brought to our attention center around the use of seclusion. Under Oregon law, seclusion is defined as the involuntary confinement of a student alone in a room from which the student is physically prevented from leaving. This definition includes, but is not limited to, situations where a student is alone in a room with a closed door, whether the door is locked or unlocked.
We have been told that seclusion may be occurring as part of the school’s implementation of The Zones of Regulation curriculum, a social-emotional learning and regulation program. Reports indicate that sensory rooms, never intended for seclusion, are being referred to as “yellow rooms” and “red rooms,” with children being forced into these spaces, separated from peers, and prohibited from leaving. This constitutes seclusion, yet it appears these incidents are not being considered or reported as such, despite meeting the legal definition. It is critical that staff understand that it is how a room or area is utilized, not what it is called, that determines whether it is seclusion.
Oregon law permits seclusion only when a student’s behavior poses a reasonable risk of imminent and serious bodily injury to themselves or others, and only when less restrictive alternatives have failed. The standard for imminent and serious bodily injury is intentionally high, given the risk of trauma and serious injury associated with seclusion. If seclusion is being used as part of The Zones of Regulation, this use is not consistent with the program’s intended purpose. It is essential that all staff adhere strictly to state law. Using seclusion when legal criteria are not met could even be considered child abuse under Oregon statutes.
To ensure clarity and transparency, seclusion must be defined by student experience—isolated, unable to leave, and away from peers—not by softened terminology or room labels. Euphemisms and mislabeling practices only serve to obscure the reality for families and hinder meaningful collaboration between home and school. We urge the district to commit to using precise, legally aligned language in all communications about these incidents, and to ensure that policies, documentation, and staff training reflect this commitment.
The school board is urged to consider revising its restraint and seclusion policy to eliminate the use of seclusion entirely. Seclusion is highly traumatic for children and can exacerbate stress-related behaviors, leading to increased anxiety, behavioral escalation, and even school avoidance. Across the nation, many school districts and entire states have recognized the harm caused by seclusion and have taken decisive action to prohibit its use. There are far more effective and humane strategies available to support dysregulated children—strategies that focus on understanding, de-escalation, and positive engagement rather than isolating children in a room against their will. Embracing these alternatives not only protects the well-being of students but also fosters a safer, more supportive learning environment for all.
We invite the leadership of the Beaverton School District to connect and collaborate with us. We would welcome the opportunity to offer support, training, or guidance to help ensure the district’s practices are both trauma-informed and fully compliant with the law. Together, we can work to create positive, safe, and equitable learning environments for every student.
Thank you for your time and careful attention.
Sincerely,
Guy Stephens
Founder & Executive Director
Alliance Against Seclusion and Restraint
