I wanted to share my call to Colorado lawmakers to end the reliance on seclusion and restraint as behavioral interventions in Colorado schools.

Dear Colorado Representatives,

As an occupational therapist, I, Julianne Kamp, am committed to supporting equitable and developmentally appropriate school environments, and I am deeply concerned about the continued reliance on seclusion and restraint as behavioral interventions in Colorado schools. Research and clinical experience demonstrate that these practices carry significant physical and psychological risks, yet policies governing their use remain inconsistent and insufficient. I am writing to request your leadership in advancing stronger, more protective legislation for students across our state.

Despite major gaps in reporting, the limited data we do have shows an alarming pattern. According to CPR News (2025), only 10 of Colorado’s 179 school districts, just 5% statewide, reported any separate seclusion data in 2023–24. Yet even within this tiny sample, six districts still documented 907 seclusion incidents in a single year. With most districts not reporting and others having data suppressed or redacted, these numbers almost certainly understate the true statewide total. The combination of high incident counts and deeply limited transparency makes it impossible to understand the full scope of seclusion in Colorado schools, raising serious concerns about student safety and oversight. (Source: CPR News, “Lawmakers ordered schools to report data on seclusion. For the most part, it hasn’t happened”).

During one specific incident, an upset 8-year-old student was attempting to regulate himself by sitting in an empty room under a desk. The staff that was involved did forgo all appropriate de-escalation and regulation methods; instead, they physically removed him from the empty room. The end result was staff forcing the distressed child into the seclusion room, while the principal held the door shut for 10 minutes. During the meeting to debrief the incident, the principal dismissed the severity of it, saying, “he was just having a moment,” and “it was only 10 minutes.”

As an adult, I cannot imagine the fear of someone holding a door shut on me while in a small room for even 30 seconds, let alone ten full minutes.

Administration was contacted and educated on the incident; however, the district liaison and director repeatedly referred the concerned parties back to the principal. In another incident, the same student became escalated again after observing other children experiencing hands-on holds and interventions. Having experienced this physical restraint himself, it re-traumatized him over again every time he witnessed it happen to his peers. One day in the special needs classroom, he threw a ball to distract the teacher from another student. It hit the teacher’s desk. No one was injured. The teacher put the child in a hold and “escorted” him into the seclusion room. Back-up was called, and the principal immediately began assisting with the restraint. The 8-year-old was restrained by four adults who rotated restraining him in the tiny room. They reported that no one held him for over a minute.

The staff and district often reference Colorado Law when reporting that they did not use seclusion this time, as the door was not held shut. The parent asked during team meetings for documentation regarding the incidents, but the staff and district continuously quoted what they said is Colorado Law: “We don’t need to report a hold if it is under 1 minute. The door was not closed, so it was not seclusion.” Just like that, the parent was silenced.

To all who are listening to the parents’ plea in Colorado regarding their children with disabilities, I’m asking for forward movement in Colorado Law pertaining to seclusion and restraint.

Staff and districts are bending the laws to their advantage while abusing and traumatizing children with no oversight, accountability, or education. Trauma turns into a loop of reactions and cycles, which increases behaviors and punishments. Utilization and documentation of de-escalation interventions MUST be part of the process. Trauma-informed approaches towards children need to be implemented across the board. Sensory and nervous system regulation techniques should be utilized consistently. Reporting ALL holds and hands-on interventions need to happen immediately. And finally, having an impartial trauma and disability-trained source to investigate the use of seclusion and restraint must always be available to parents and staff.

The staff did eventually document the incident, with limited detail, after it was persistently requested over 10 days. The law needs to protect children with disabilities from unnecessary holds, restraint, and seclusion, and also needs to keep parents informed of all actions taken by any staff members so that parents and staff can work together as a team for the safety and well-being of all members of our community. Please help the state law to implement:

• The consistent use, education, and documentation of de-escalation methods as provided through mandatory Crisis Prevention Intervention, Trauma training, and nervous system regulation strategies.
• Building connection instead of fear.
• Meeting children’s sensory, nervous system, and emotional needs in school.
• Improved documentation systems that require immediate reporting of all hands-on incidents.
• Mandated accountability system of staff involved in restraint and seclusion incidents.

I am confident that utilizing these measures, rather than utilizing the punishment of seclusion and restraint, will improve the safety and health of children and their caregivers. Thank you for your continued time and dedication to improving safety, equity, and policy in our Colorado schools.

Thank you,
Julianne Kamp