Below are quotes from a few of the diverse stakeholders that were interviewed as part of the research phase to develop the toolkit. We spoke to some individuals and organizations that supported legislation, and some that did not.
When you seclude and restrain children, you are oftentimes traumatizing and reactivating stress responses . Adults are out of control, it’s not a student issue. It’s when the adults are dysregulated that restraint and seclusion occur. Dr. Lori Desautels
When you have the threat of isolation and you walk by that room, there’s no way you can feel safe in that environment. It’s like walking down the hall in prison , that room is scary . Greg Santucci Pediatric Occupational Therapist
Some staff members don’t want to think innovatively, it’s easy to put “problematic child” in the closet . It takes effort to think creatively. They don’t want to deal with it. Cyrus Huncharek, National Disability Rights Network
The schools I go to now, I’ve seen kids have to be removed, leading to seclusion and restraint for doing things like throwing paper . Adults escalate the situation so it then reaches a crisis where teachers feel compelled to put their hands on a child. Anonymous
We all want what’s best for children , move towards science and create a safe environment. You and I have the same goal to see children flourish. Robbyn Peters Bennett LPC, CMH
When you restrain a human in fight, flight or freeze mode, their cardiovascular system and many other systems are at risk. This is why we need the legislation – we’re not understanding the physiology of individuals, which means the chance for harm is high in our current system. Dr. Mona Delahooke Table of Contents
Download PDF version of the toolkit