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# Opening Doors to Safer and More Inclusive Schools

Opening Doors to Safer and More Inclusive Schools

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## Posts

- [Blog Feed](https://endseclusion.org/blog-feed/)
- [Myths Behind Restraint and Seclusion – A Literature Review](https://endseclusion.org/2023/06/27/myths-behind-restraint-and-seclusion-a-literature-review/) - Federal data indicates that in the United States upwards of 100,000 students are restrained and secluded (R&S) every year in public schools (Kim, 2022). The OCR defines restraint as the act of, “restricting the student’s ability to move his or her torso, arms, legs or head freely” (Office of Civil Rights, 2016) which includes restriction as physical, a personal restriction to immobilizes, mechanical, or through equipment or a device. The OCR defines seclusion as, “confining a student in a room or area that he or she is not permitted to leave” (Office of Civil Rights, 2016).
- [Amygdala Reset Station: Not Just for Kids](https://endseclusion.org/2023/06/21/amygdala-reset-station-not-just-for-kids/) - Several years before the world was shaken by COVID, I started to see a progressive increase in challenging behaviors in my second-grade classroom. I knew something had to change. I did a lot of reading, searching, and experimenting to find solutions before it got out of hand. I came across information and training in mindfulness. I took several classes online through Mindful Schools. I was convinced that mindfulness practices taught to students could be a step in the right direction.
- [Stranger Danger: Restrained at Daycare](https://endseclusion.org/2023/06/19/stranger-danger-restrained-at-daycare/) - Much of what I have learned about autism over the years has been to help my son feel more comfortable and successful in a world that can feel overwhelming to him. I've also learned that it's important to share our story - it's not always easy for me to put our experiences and feelings into words because writing does not come naturally to me. But a desire to show others the beauty and wonder of life with autism. While I've learned to see the beauty, the truth is it can sometimes be messy and ugly.
- [Look for the Good](https://endseclusion.org/2023/06/14/look-for-the-good/) - As a Behavior Intervention Teacher in a large public school system, I collaborate with teachers and other instructional staff when they have students who are struggling behaviorally or socially. When I am called in, not only are the students in crisis, but the staff often are as well. It is often difficult at that time for the staff to see beyond the behaviors to notice the “good” that the student also exhibits.
- [Tell Us Why You Support the Keeping All Students Safe Act and Why Others Should Too](https://endseclusion.org/2026/05/12/tell-us-why-you-support-the-keeping-all-students-safe-act-2026/) - We have an opportunity right now to protect children, support educators, and change the culture of our schools. The Keeping All Students Safe Act has strong support from disability, civil rights, and education organizations, but it will only become law if we build a loud, sustained public demand for action. Please take a few minutes today to record and submit your video. Then, share this page with your networks and invite others to do the same. Together, we can help end restraint and seclusion and keep all students safe.
- [Evaluating Disability‑Inclusive Education Frameworks Across Countries](https://endseclusion.org/2026/07/01/evaluating-disability-inclusive-education-frameworks-across-countries/) - This paper provides a comprehensive comparative analysis of inclusive education frameworks across New Zealand, Australia, Canada, India, and the United Kingdom, benchmarked against the United States’ Individuals with Disabilities Education Act (IDEA). Drawing exclusively from country‑specific policy documents and scholarly literature, the paper examines each nation’s legislative foundations, implementation structures, and conceptual approaches to disability. Each country section begins with its policy and legal framework, followed by a literature‑based analysis of implementation challenges, systemic inequities, and conceptual tensions. The United States’ IDEA is used as a comparative anchor due to its strong procedural safeguards and enforceable rights. The analysis reveals global patterns, including persistent gaps between policy aspirations and lived experiences, the influence of clinical or diagnosis‑driven models versus social‑interactionist models, and the central role of teacher capability. A comparative table summarizes key differences across the six systems. The paper concludes by identifying opportunities for strengthening inclusive education through systemic alignment, cultural change, and sustained investment.
- [Initiating, Implementing, Influential Restorative Justice on Campus: A Service-Learning Project Proposal](https://endseclusion.org/2026/06/17/initiating-implementing-influential-restorative-justice-on-campus-a-service-learning-project-proposal/) - This service-learning project, Initiating, Implementing, Influential Restorative Justice on Campus, is inspired by the Alliance Against Seclusion and Restraint to address the ongoing need for more inclusive and effective behavioral support systems within the public education system. Current disciplinary approaches, including zero-tolerance policies, school suspension, and reliance on school resource officers, have been shown to disproportionately impact students and developmental outcomes. In response, this project proposes the integration of restorative justice practices and trauma-informed care training for educators as an alternative to punitive discipline models.
- [My Students Understand. Why Don't Some Adults Get It?](https://endseclusion.org/2026/06/24/my-students-understand-why-dont-some-adults-get-it/) - Of those things people recognize me by at this point, yesterday one of my 4th graders pointed at it and asked, “What do ALL those words mean?” Not just one—every single one. So instead of brushing it off, we sat down and talked about it, and honestly, it turned into one of the most meaningful conversations I’ve had in a while.
- [The Kids Outside the Box](https://endseclusion.org/2026/06/03/the-kids-outside-the-box/) - Viewing pictures of seclusion rooms and plywood seclusion boxes, videos of small children surrounded with mats or blocked into small spaces, quite literally turns my stomach. When I see these things, I imagine the horror the child must feel, enclosed, with no idea when, or really if, they will be released. The United States Department of Justice defines seclusion as the involuntary confinement of a student alone in any room or area where the student is alone and not free to leave (or believes they are not free to leave). Seclusion is the involuntary confinement, which means that children are often physically restrained and transported to seclusion rooms. These practices can have a lasting and negative impact on the child being secluded. In fact, there is ample evidence of significant harm to students due to these practices, including serious physical injury, lifelong emotional trauma, and even death.
- [When the Mind Can Only Take Us So Far, the Body Brings Us Back Home: What Lives Under the Challenges We Seek to Understand](https://endseclusion.org/2026/06/10/when-the-mind-can-only-take-us-so-far-the-body-brings-us-back-home-what-lives-under-the-challenges-we-seek-to-understand/) - I remember sitting in my daughter’s room during a moment of overwhelm, saying the supportive things I'd read in the books, trying a different approach to the situation, and allowing her to have space to unravel. I remember that forced calm inside of me that I perfected in my career as a nurse, and noticing the deeper undercurrents that most adoptive mothers start to notice very quickly, that contain the rules they had growing up, the fears of hoping you have what it takes to be a good mother, and the pressures that seem to come from every angle when you first start out. I remember the stories that came up for me of all the what-ifs in the moment of unpredictability, wondering how long it would be like this. Even in my calm voice, sitting on the floor nearby, a duality was occurring in me.
- [Restorative Justice and Socioemotional Development in Children and Adolescents](https://endseclusion.org/2026/05/29/restorative-justice-and-socioemotional-development-in-children-and-adolescents/) - Restorative justice has become increasingly important in educational and youth-centered settings because of the focus on healing relationships, promoting accountability, and encouraging empathy rather than relying solely on punishment. In schools and juvenile justice programs, restorative practices are often used to reduce harmful behavior, strengthen communication, and create emotionally supportive environments for children and adolescents.
- [The Power of “I Don’t Know That I Don’t Know”: How Authenticity in a Chaotic Moment Created Inconvenience and Expansion](https://endseclusion.org/2026/05/27/the-power-of-i-dont-know-that-i-dont-know-how-authenticity-in-a-chaotic-moment-created-inconvenience-and-expansion/) - In our tiny slices of reality, which are completely unique to us and created by our programming and experiences, we bump up against what we label as problems or challenges. We believe that our current reality is something that is fixed. We tighten into the triggers and divert up to our intellect to figure it out and come up with a plan. Not wrong, might create some changes, and there is more available for us when we give ourselves permission to just be in the I don’t know that I don’t know.
- [Alternatives to Restraint and Seclusion](https://endseclusion.org/2021/08/29/what-are-the-alternatives-to-restraint-and-seclusion/) - 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 to behaviors of concern 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.
- [If Not Seclusion and Restraint, Then What? A Better Way Forward for Students and Educators](https://endseclusion.org/2026/03/11/if-not-seclusion-and-restraint-then-what-a-better-way-forward-for-students-and-educators/) - You are not alone if your first reaction to criticism of restraint and seclusion is, “You don’t understand the kids we support,” or, “What do you expect us to do when a child kicks us?” Many educators arrive at “If not seclusion and restraint, then what?” from a place of exhaustion, moral injury, and fear. This article is written for you, not to shame you, but to invite you to consider something that can result in better outcomes for you and your students. I encourage you to read this with genuine curiosity and an open mind.
- [In the Midst of a Trigger, our Signals Dance: An Adoptive Mother's Journey](https://endseclusion.org/2026/05/17/in-the-midst-of-a-trigger-our-signals-dance-an-adoptive-mothers-journey/) - On my journey as an adoptive mother, I have had the honor of being challenged beyond my own limiting beliefs, values, and attitudes about myself and my world. In the absolute joy that comes with parenting, I have also met my edges where strategies and knowledge made zero difference. Those precious moments showed up in the most chaotic, heart-wrenching, fearful moments that lit fire to my own nervous system and shone a bright light on everything that had been programmed in me. The strategies from my adoption training only took me so far until exhaustion set in. In my attempt to meet my daughter’s unique needs, I had to discover that I didn’t know what I didn’t know. With a strong intention to support my child and impulses that led me to new information, I was able to start the process of shifting from my current trauma-informed behavioral lens into a nervous system lens that was more neuroaffirming. I intuitively knew so much; however, I often doubted myself and experienced the people around us pulling us into a direction that we both knew was not aligned with who we authentically were. I was in uncharted territory, unsure of where we were going to end up.
- [Leveling the Playing Field in School Safety: National Data Reveal Who Is Most Harmed by Restraint, Seclusion, and Corporal Punishment](https://endseclusion.org/2026/05/04/leveling-the-playing-field-in-school-safety-national-data-reveal-who-is-most-harmed-by-restraint-seclusion-and-corporal-punishment/) - We want to share with you an honors thesis project by former Alliance Against Seclusion and Restraint intern Lauren Sukhu. The thesis offers powerful, data‑driven evidence that restraint, seclusion, and corporal punishment in U.S. public schools are not used equally; they fall most heavily on students with disabilities, Black students, students of two or more races, boys, and students in Republican‑led states.
- [A Parent’s Story: Seclusion, Anxiety, and Broken Trust](https://endseclusion.org/2026/04/22/a-parents-story-seclusion-anxiety-and-broken-trust/) - I am the parent of an 8-year-old child with autism who attends a Connecticut public school. Like many families, I trusted that the school would provide a safe and supportive environment where my child could learn, regulate, and thrive. My child had supports in place, including supervision and strategies to help manage sensory and behavioral needs. He was a child who felt safe, trusted his environment, and moved through his day with a sense of security.
- [Approaching Seven Years of the Alliance Against Seclusion and Restraint](https://endseclusion.org/2026/04/07/approaching-seven-years-of-the-alliance-against-seclusion-and-restraint/) - April is a meaningful month for me and for the Alliance Against Seclusion and Restraint. On April 23rd, it will be seven years since I started AASR. What began as a small effort to speak out against the harmful use of restraint and seclusion has grown into a national nonprofit and community working every day to change laws, policies, and practices so that children are supported, not punished, when their behaviors are misunderstood.
- [Autism Acceptance Month Is Not a Celebration—It’s a Reckoning](https://endseclusion.org/2026/04/03/autism-acceptance-month-is-not-a-celebration-its-a-reckoning/) - Every April, the world turns its attention to autism. The posts go up, the slogans circulate, and suddenly everyone is talking about “awareness” again. But if I’m being honest, awareness has never been the issue. Autism is not hidden. It is not rare. It is not misunderstood because people haven’t heard of it. It is misunderstood because we’ve been taught to look at it through the wrong lens.
- [How Martial Arts Can Help Those Who Have Experienced Exclusion, Bullying, Seclusion & Restraint](https://endseclusion.org/2026/03/18/how-martial-arts-can-help-those-who-have-experienced-exclusion-bullying-seclusion-restraint/) - As a child growing up in the mid-1960s, I became the product of early private school education, an experience that no doubt changed me for years to come. For as long as I can remember, I was always a very shy and timid kid, even well into my early 20’s. It is unclear if I was always that way or was transformed into a timid kid. I will never know, but what I do know is that my experiences had a profound influence on my life’s journey.
- [What Happened Before That Moment?](https://endseclusion.org/2026/03/15/what-happened-before-that-moment/) - Sometimes a small sign says a lot about how we think about children. Today I walked past a table with a sign that said: “All emotions are okay, but not all child behaviors are okay.” And I stopped. Because that phrase gets repeated in education spaces as if it’s wisdom. People nod along like it’s an obvious truth. But the more you actually study brains, nervous systems, and child development, the more that statement starts to fall apart. So I said I disagreed.
- [Colorado Department of Education Asked for Input on Restraint and Seclusion. Then It Chose the Status Quo](https://endseclusion.org/2026/03/09/colorado-department-of-education-asked-for-input-on-restraint-and-seclusion-then-it-chose-the-status-quo/) - The Colorado Department of Education (CDE) recently invited public comment on draft rules for the Administration of the Protection of Students from Restraint and Seclusion Act (RSA), and the Alliance Against Seclusion and Restraint (AASR) submitted detailed feedback grounded in federal guidance, neuroscience, and lived experience. In its written summary of comments and responses, CDE
- [A Call for Action: Pennsylvania Schools Need to Do More to Reduce the Use of Physical Restraint](https://endseclusion.org/2025/09/29/a-call-for-action-pennsylvania-schools-need-to-do-more-to-reduce-the-use-of-physical-restraint/) - Since 2020, Pennsylvania schools have seen a concerning increase in the use of physical restraints on students, particularly those with Individualized Education Programs (IEPs). This trend raises significant safety concerns and highlights the urgent need to review and improve the current practices governing the use of restraints in educational settings.
- [Missouri’s Wake‑Up Call: After the DOJ’s Findings, It’s Time to Ban Seclusion in All Schools](https://endseclusion.org/2026/03/07/missouris-wake-up-call-after-the-dojs-findings-its-time-to-ban-seclusion-in-all-schools/) - On February 23, 2026, the U.S. Department of Justice (DOJ) released its findings in a sweeping investigation of the Special School District of St. Louis County (SSD). DOJ concluded that SSD’s use of seclusion and restraint violated Title II of the Americans with Disabilities Act, describing “shocking overuse” of these practices and a pattern of discrimination against students with disabilities.
- [A Letter to the Board of Trustees of Lake Travis ISD: We Can Help](https://endseclusion.org/2026/02/26/a-letter-to-the-board-of-trustees-of-lake-travis-isd-we-can-help/) - Families contact our organization every week because they are concerned about their children and uncertain about how to navigate concerns with their school districts. Recently, a family reached out with serious concerns about Lake Travis Independent School District (ISD) and the district’s response to a Texas Education Agency (TEA) special education complaint involving the use of physical restraint.
- [Awareness and Repair: We All Experience Dysregulation](https://endseclusion.org/2025/08/20/awareness-and-repair-we-all-experience-dysregulation/) - Sometimes, when learning about the neuroscience behind human behavior, we mistakenly think that dysregulation is this big bad thing that should always be avoided. We think that the only way to keep ourselves and our children feeling safe is to become experts at only experiencing regulation. We think that regulation means being calm or happy. But perfection and avoiding dysregulation aren’t the point. Having awareness is.
- [Time to Stop Locking Disabled Children in Boxes: We Need Lawmakers to Pass the Keeping All Students Safe Act](https://endseclusion.org/2026/02/22/time-to-stop-locking-disabled-children-in-boxes/) - In Salmon River, New York, horrific photos of wooden “timeout” boxes circulated on social media and quickly drew outrage from families, tribal leaders, and state officials. The district has now acknowledged using windowless wooden boxes as a “timeout” technique for children, including a nonspeaking autistic eight‑year‑old, and multiple administrators have been placed on leave while state officials and tribal leaders call the boxes “inhumane” and demand investigations.
- [Take Action Today: Help Protect Washington Students from Harmful Restraint and Isolation](https://endseclusion.org/2026/02/18/take-action-today-help-protect-washington-students-from-harmful-restraint-and-isolation/) - Tomorrow, the Washington State Senate Early Learning & K‑12 Education Committee will hold a public hearing on ESHB 1795, a narrow but critical, cost‑neutral bill addressing restraint and isolation in public schools. This is a key moment for families, educators, students, and community members to make their voices heard.
- [Minnesota, It Is Time to End the Use of Seclusion, Not Increase It](https://endseclusion.org/2026/02/16/minnesota-it-is-time-to-end-the-use-of-seclusion-not-increase-it/) - Minnesota’s Seclusion Working Group had an opportunity to move the state toward ending the involuntary seclusion of children in schools, and missed it. Instead of aligning Minnesota law with federal civil rights guidance and the lived experiences of students and families, the Seclusion Working Group Final Report to the Legislature preserves seclusion as a tool, embeds it more deeply within special education processes, and delays meaningful change by another decade. This would be regression, not progress.
- [Washington’s Next Step Toward Safe and Dignified Schools: HB 1795](https://endseclusion.org/2026/02/13/washingtons-next-step-toward-safe-and-dignified-schools-hb-1795/) - HB 1795 was introduced “relating to restraint or isolation of students in public schools and educational programs” and is designed to protect students from physically harmful and emotionally traumatic practices. The bill’s stated purposes are purposes of this act are to: Protect students from physically harmful and emotionally traumatic practices of chemical restraint, mechanical restraint, and isolation; prohibit the use of physical restraint imposed solely for purposes of student discipline or staff convenience; improve the safety and well-being of all staff and students by increasing the training and technical assistance provided to staff; and enhance the public accountabilityof school districts and other providers of public educational services.
- [When Helping Hurts: How Broken Systems Turn Compassion into Defense](https://endseclusion.org/2026/02/12/when-helping-hurts-how-broken-systems-turn-compassion-into-defense/) - We recently shared the link to a Seattle Times investigation that found staff in medical settings have used spit hoods over the past decade to subdue or control psychiatric patients and risk psychological distress, suffocation, and even death in the process. The comments poured in. Many came from healthcare workers describing being bitten, kicked, and repeatedly spit on, insisting the tools they use are harmless and an “absolute necessity.” Others, including people with lived experience in psychiatric care, described those same practices as terrifying, misused, and sometimes part of abusive environments that were later shut down.
- [Providing Public Comment: Raising the Alarm on Restraint and Seclusion in Pennsylvania Schools](https://endseclusion.org/2026/01/27/providing-public-comment-raising-the-alarm-on-restraint-and-seclusion-in-pennsylvania-schools/) - At the January 22 meeting of Pennsylvania’s Special Education Advisory Panel (SEAP), which advises the Pennsylvania Department of Education (PDE) on the education of children with disabilities, public comment highlighted the troubling rise in the use of restraint across the Commonwealth’s schools. The day before, PDE presented its 2024–25 annual report on physical restraint, revealing nearly 29,000 instances of restraint in Pennsylvania’s schools and educational programs.
- [Cultivating Inclusive Futures: Supporting Neurodivergent Learners Through Diversity, Equity, Inclusion, and Accessibility](https://endseclusion.org/2025/10/10/cultivating-inclusive-futures-supporting-neurodivergent-learners-through-diversity-equity-inclusion-and-accessibility/) - Creating inclusive and supportive environments is essential for everyone. This is especially true for neurodivergent children, people with disabilities, and racial or ethnic minority communities who often face systemic barriers. This literature review explores how Diversity, Equity, Inclusion, and Accessibility (DEIA) principles are applied in education, healthcare, and community settings to make these environments more fair and welcoming. By looking at evidence from research studies and real-world examples, the review highlights strategies that truly make a difference. For instance, schools that use Universal Design for Learning (UDL) help neurodivergent students engage and succeed academically. Workplaces that provide thoughtful accommodations create opportunities for employees with disabilities to thrive. Public health programs designed with DEIA in mind improve outcomes for marginalized racial and ethnic groups. While challenges in consistent implementation remain, the findings stress that when DEIA principles are applied thoughtfully, they can change lives, foster belonging, and create opportunities for all individuals to reach their full potential.
- [An Invisible Storm: Why Extreme Weather Is Quietly Overloading Our Kids’ Nervous Systems](https://endseclusion.org/2026/01/23/an-invisible-storm-why-extreme-weather-is-quietly-overloading-our-kids-nervous-systems/) - If you’ve ever stood in a classroom on a day when a massive storm is brewing, you know the feeling. There’s a kind of static in the air. Kids are vibrating at a different frequency. A pencil drop triggers a meltdown. A simple direction leads to a total shutdown. Adults usually shrug it off as “the full moon” or “one of those days.” But it’s not random, and it’s not imaginary. What we’re witnessing is a biological event unfolding in real time. For elementary-aged children, behavior is not just a choice. It is the final output of an internal safety system that has already scanned the environment and decided something isn’t right.
- [Maryland Shows You Can End Seclusion in Public Schools—But There Is More Work Ahead](https://endseclusion.org/2026/01/21/maryland-shows-you-can-end-seclusion-in-public-schools-but-there-is-more-work-ahead/) - In the first year, Maryland reported statewide data (2017–2018), schools reported 18,222 incidents of physical restraint and 7,325 incidents of seclusion, a total of 25,547 restraint and seclusion incidents across public and nonpublic schools. The next year, the numbers increased to 19,713 restraints and 9,532 seclusions, reaching a peak total of 29,245. In the most recent 2024–2025 report, the total dropped to 6,608 incidents, including 2,749 restraints in public agencies, 3,859 restraints in nonpublic schools, 1 seclusion in a public agency, and 1,242 seclusions in nonpublic schools.
- [Rules Feedback to the Colorado State Board of Education from the Alliance Against Seclusion and Restraint](https://endseclusion.org/2026/01/11/rules-feedback-to-the-colorado-state-board-of-education-from-the-alliance-against-seclusion-and-restraint/) - First, we appreciate that the Colorado State Board of Education is focused on the important issue of the use of restraint and seclusion in schools across the state. We also value that the intent of these rules is related to protecting students from restraint and seclusion. We have supported many families in Colorado over the years, and know all too well the harm and trauma that comes from the use of restraint and seclusion. We understand that these rules are intended to govern the administration of restraint and seclusion, staff training, documentation requirements, and review. As a national organization, we know that Colorado's laws and rules on the use of restraint and seclusion lag far behind those of other states. This rulemaking process is an opportunity to ensure that Colorado rules intended to protect students from restraint and seclusion are aligned with federal guidance and the best state laws in the nation.
- [Colorado Department of Education Wants Feedback on Restraint and Seclusion Rules: I Shared My Thoughts, and You Should Too](https://endseclusion.org/2026/01/10/colorado-department-of-education-wants-feedback-on-restraint-and-seclusion-rules-i-shared-my-thoughts-and-you-should-too/) - Recently, the Colorado Department of Education Asked for Feedback on Rules for the Administration of the Protection of Students from Restraint and Seclusion Act (RSA). As a parent of a child enrolled in a Colorado school, I know the harm caused by the use of physical restraint and seclusion, so I decided to answer the
- [Claimed Capacity, Missing Voices: How Policy Gaps Fail Students—and Why Families and Communities Must Be at the Table](https://endseclusion.org/2026/01/12/claimed-capacity-missing-voices-how-policy-gaps-fail-students-and-why-families-and-communities-must-be-at-the-table/) - Every child deserves to feel a sense of belonging at school. Yet for many students with disabilities or trauma histories, school becomes a place of stress rather than opportunity. Across the state, children with complex behavioral and emotional needs are being excluded from learning environments not because they lack potential, but because our systems are not designed to support them well.
- [Passing The Keeping All Students Safe Act (KASSA) Upholds a Child’s Natural Rights](https://endseclusion.org/2026/01/09/passing-the-keeping-all-students-safe-act-kassa-upholds-a-childs-natural-rights/) - I beg readers to indulge me in a past time of mine, understanding the braiding of United States governance and education. Learning this has become both vital and necessary. Multiple readers advocate for disability and human rights. Even a few readers might argue that by supporting disability rights, their own rights become restricted. Yet, no one talks about natural rights – the founding principles that inspired our nation.
- [Join the Pennsylvania Project of the Alliance Against Seclusion and Restraint](https://endseclusion.org/2026/01/07/join-the-pennsylvania-project-of-the-alliance-against-seclusion-and-restraint/) - The newly established Pennsylvania project of the Alliance Against Seclusion and Restraint (AASR) invites parents, educators, advocates, and community members to join the fight to end the harmful use of seclusion and restraint in schools and youth facilities across the state. The goal of this project is to develop legislative recommendations for stronger restraint and seclusion laws. Across Pennsylvania, too many children and young adults experience the trauma of seclusion and restraint in schools and facilities meant to support them. Seclusion and restraint practices, often used on children and young adults with disabilities or behavioral challenges, have been shown to cause serious physical and emotional harm. These practices are not just ineffective; they are traumatic, dangerous, and deeply unjust. Every time a child is isolated or restrained, their dignity, trust, and emotional safety are put at risk. It doesn’t have to be this way.
- [When Curiosity Isn’t Enough: A Mother’s Story of Mats, Silence, and a Seven-Year-Old in Crisis](https://endseclusion.org/2025/12/29/when-curiosity-isnt-enough-a-mothers-story-of-mats-silence-and-a-seven-year-old-in-crisis/) - My seven-year-old, a struggling learner, having a no-good, very bad, horrible day, asked to talk to their mom. The Director of Student Services decided not to allow it. What followed? A seven-year-old was surrounded by large folding mats in a temporary pen for nearly 30 minutes. A few weeks after my child was secluded, news of another New Jersey student, a kindergartener, being surrounded with mats hit the local newspapers.
- [Together, We Can End Restraint and Seclusion: Why Your Support Matters Now More Than Ever](https://endseclusion.org/2025/12/20/together-we-can-end-restraint-and-seclusion-why-your-support-matters-now-more-than-ever/) - Every child deserves to feel safe, supported, and understood in school. Yet, across the country, children, especially those with disabilities, trauma histories, or neurodivergent identities, are still being restrained, secluded, and subjected to punitive and exclusionary discipline. These practices don’t teach; they harm. They fracture trust, deepen fear, and too often set children on a path toward the school-to-prison pipeline. At the Alliance Against Seclusion and Restraint (AASR), we believe another way is not only possible—it’s necessary. We are working tirelessly to change hearts, minds, and policies so every school becomes a place where relationships come first, and every child is treated with dignity and compassion.
- [Pain is Information: My Awakening](https://endseclusion.org/2025/12/22/pain-is-information-my-awakening/) - A few years ago, when I was 40 years old, I broke a tooth below the gumline and needed to have it extracted. My options were to wait a month and have the procedure done at my regular clinic, or go to an emergency clinic and have it done the same day. I chose the emergency clinic. I’m Autistic, so new environments can be very overwhelming for me. I brought a plush sloth and a Rubik’s Cube with me to help me manage my stress. The clinic was small and only saw one patient at a time, but there were still bright lights, strong smells, and unfamiliar people.
- [Counting the Costs: How School Trauma Impacts the Entire Family](https://endseclusion.org/2025/12/19/counting-the-costs-how-school-trauma-impacts-the-entire-family/) - When we discuss school trauma, we often confine it to the child, a single incident or outburst filed away. Yet, this trauma rarely stays contained. It spreads, infiltrating the family’s entire world: the home, the marriage, the siblings, the finances, and the very identity of the parents. I learned this painful truth firsthand. My autistic son is observant, brilliant, and deeply sensitive. He once loved school. But when the environment shifted, so did he. What started as subtle staff dismissiveness—sarcasm, eye rolls, and punishment for uncontrollable autistic traits—rapidly escalated.
- [What can I do? If my child is being restrained and/or secluded?](https://endseclusion.org/2019/12/04/what-can-i-do/) - One question we commonly get at the Alliance Against Seclusion and Restraint is what can I do if my child is being restrained an or secluded at school? First know that you are not alone, other parents are going through this as well, and we have a community that can help. Next it is important to understand that you can impact change, there are things that you can do to make a difference.
- [Sweet Support: Keystone RV Hosts Cookie Walk to Benefit AASR](https://endseclusion.org/2025/12/17/sweet-support-keystone-rv-hosts-cookie-walk-to-benefit-aasr/) - The Alliance Against Seclusion and Restraint is thrilled to share a heartwarming example of community generosity from our friends at Keystone RV in Indiana. On Friday, December 12th, employees from the company’s customer service department held a Cookie Walk fundraiser to support our mission—and it was a huge success! With an incredible display of teamwork and creativity, every department in the customer service division joined in to bake, organize, and sell an enticing variety of cookies and treats.
- [Keeping All Students Safe Act Reintroduced: It's Time to End the Use of Seclusion in Schools](https://endseclusion.org/2025/12/12/keeping-all-students-safe-act-reintroduced-its-time-to-end-the-use-of-seclusion-in-schools/) - The Keeping All Students Safe Act (KASSA) has been reintroduced in the 119th Congress by a bipartisan group of lawmakers, including Senator Chris Murphy (D-CT), Senator Patty Murray (D-WA), Ranking Member Bernie Sanders (I-VT), Representative Don Beyer (D-VA), Ranking Member Bobby Scott (D-VA), and Representative Abe Hamadeh (R-AZ). This bill aims to prohibit seclusion, mechanical restraint, and chemical restraint in federally funded schools and programs. The Alliance Against Seclusion and Restraint extends sincere gratitude to Senators Murphy, Murray, and Sanders, as well as Representatives Beyer, Scott, and Hamadeh, for their leadership in reintroducing this critical legislation. Their commitment reflects a shared dedication to protecting students from dangerous interventions.
- [A Call to Colorado Lawmakers: It’s Time to End the Reliance on Seclusion and Restraint in Our Schools](https://endseclusion.org/2025/12/08/a-call-to-colorado-lawmakers-its-time-to-end-the-reliance-on-seclusion-and-restraint-in-our-schools/) - 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.
- [As a Former School-Based SLP, I Knew About the Harm Caused by Seclusion and Restraint, Then It Happened to My Son](https://endseclusion.org/2025/12/05/as-a-former-school-based-slp-i-knew-about-the-harm-caused-by-seclusion-and-restraint-then-it-happened-to-my-son/) - I worked as a school-based SLP for seven years in Washington state. My population consisted of elementary and middle-school-aged children, and I purposefully volunteered to work with special population students, including autistic children. The caseload was enormous, and it was an eye-opening experience into the disparities in teaching and support for the population of students who need it most. One of the most alarming things I saw was in an upper-elementary, self-contained classroom. The teacher was male and much taller than me (I'm no shrinking violet at 5'9). He was former military and had "experience with difficult kids." His classroom was on the small side, no more than 12 kids plus one or two paras depending on who was in attendance that day. In the classroom, there was a padded room with a tiny window that could be locked from the outside. This was, ostensibly, a calm-down space. I would liken it today to a torture chamber.
- [A Letter to Ask Massachusetts Lawmakers to Ban the Use of  Electric Skin Shock](https://endseclusion.org/2025/11/28/a-letter-to-ask-massachusetts-lawmakers-to-ban-the-use-of-electric-skin-shock/) - As a long-time advocate for disability rights, and as the Alliance Against Seclusion and Restraint’s representative to the Stop the Shock Coalition, I am deeply troubled that Massachusetts continues to permit the use of the graduated electronic decelerator on disabled students in the name of “behavior control.” The attached letter shares our concerns with Massachusetts
- [Urgent Call to Action: Support Bill H.245 to Stop the Shock in Massachusetts!](https://endseclusion.org/2025/11/13/urgent-call-to-action-support-bill-h-245-to-stop-the-shock-in-massachusetts/) - Massachusetts families and advocates urgently need your voice to end the use of abusive “therapy” — including electric shock, forced restraints, food deprivation, and more — on disabled children and adults. On Tuesday, November 18, 2025 (1–5pm), the Joint Committee on Children, Families, and Persons with Disabilities will hold a public hearing on Bill H.245, which would outlaw painful aversive procedures in all facilities serving people with disabilities.
- [Punitive School Discipline and Its Public Health Implications: A Literature Review](https://endseclusion.org/2025/11/18/punitive-school-discipline-and-its-public-health-implications-a-literature-review/) - Childhood is the developmental stage during which the foundation for an individual's identity, personality, and self-regulation skills is established (Montroy et al., 2016). Adverse Childhood Experiences (ACEs) are potentially traumatic events that can profoundly shape development, both physiologically and psychologically (Centers for Disease Control and Prevention, 2024). The majority of the existing literature surrounding childhood trauma has focused on the negative health effects of traditionally defined ACEs, which include family relationships and household factors (Merrick et al., 2019). However, another fundamental setting informs childhood development through learning methods, peer interactions, and relationships with adult figures: school. In the United States, children spend an average of 1000 hours each year, which equates to approximately 1/6th of their waking hours, in school environments (ED100, 2009).
- [Call To Action Wisconsin: Take Action to Protect Vulnerable Students from Harmful Discipline Bills](https://endseclusion.org/2025/11/05/call-to-action-wisconsin-take-action-to-protect-vulnerable-students-from-harmful-discipline-bills/) - Call to action! --In Wisconsin, AB613 and AB614 are two new education bills that are bad news for Wisconsin families and schools. They are discriminatory, promote the use of seclusion and physical restraint, and would do nothing to solve the root cause of problems in education. We need to stop this bill to help families and move Wisconsin in a positive direction.
- [What's at Stake if Federal Special Education Protections Are Dismantled](https://endseclusion.org/2025/11/07/whats-at-stake-if-federal-special-education-protections-are-dismantled/) - Across the country, parents, educators, and advocates are sounding the alarm about recent moves to dismantle key parts of the federal system that protect students with disabilities. The potential elimination or weakening of federal special education offices and oversight doesn't just change the system; it puts millions of children at risk. In recent federal policy shifts, we are witnessing a serious threat to the federal special education division and the rollback of protections for children with disabilities that have been relied upon for decades. The Individuals with Disabilities Education Act (IDEA) and related oversight mechanisms form the backbone of inclusive, equitable education in this country, and collapsing them means putting millions of children at risk.
- [Hacking School Discipline: A Short Book Review](https://endseclusion.org/2025/11/13/hacking-school-discipline-a-short-book-review/) - Current research demonstrates that autistic learners face rates of school suspensions and expulsions at much higher rates than their non-autistic peers. It is likely that many of these punitive and exclusionary discipline practices are a direct result of unmet environmental needs within the school environment. While not specifically focusing on neurodivergent learners, Jeffrey Benson’s Hacking School Discipline Together: 10 ways to create a culture of empathy and responsibility using schoolwide restorative justice (2024) examines the (unintended) negative consequences and ineffectual nature of exclusionary discipline in schools.
- [Being Twice-Exceptional: A Short Book Review](https://endseclusion.org/2025/11/03/being-twice-exceptional-a-short-book-review/) - The book, Being Twice-Exceptional, by Dr. Melanie Hayes, is, in the author’s own words, a form of activism. While the book focuses on the lived experiences of the 2eA community (individuals who are considered both gifted and autistic), the author’s advice is relevant to the twice-exceptional community as a whole. A champion of the twice-exceptional, she states that her goal for the book is to create further understanding and support for the neurodivergent community.
- [The Illusion of “Play-Based ABA”: The Gentle Mask of Control](https://endseclusion.org/2025/10/31/the-illusion-of-play-based-aba-the-gentle-mask-of-control/) - One of the newest rebrands of Applied Behavior Analysis is “play-based ABA.” At first glance, it looks comforting to parents and teachers who may have heard critiques of traditional ABA. Instead of a child sitting at a table with flashcards, they’re on the floor with toys, building towers, pretending with dolls, or rolling cars back and forth. The therapist smiles, joins the game, and reassures the family: “See, we’re not drilling or punishing. We’re just playing together.”
- [The Invisible Exclusion in Our Education System](https://endseclusion.org/2025/10/29/the-invisible-exclusion-in-our-education-system/) - Our local news recently aired what appeared to be a heartwarming story: district leaders and our governor making celebratory calls to families whose children have excellent attendance. On the surface, it looked like positive engagement, a feel-good moment highlighting student success. What it did not address, however, are the very real systemic barriers fueling Oregon’s attendance crisis. Watching district leadership respond as it always has, by uplifting the students already thriving within the system, was disheartening.
- [Why ABA Can Never Be Trauma-Informed: Not now. Not ever.](https://endseclusion.org/2025/10/20/why-aba-can-never-be-trauma-informed-not-now-not-ever/) - Lately, I've seen more and more programs advertising something they call "trauma-informed ABA." On the surface, it sounds hopeful. After all, who wouldn't want therapies to be gentler, safer, and more humane for children who have already experienced adversity But here's the reality: ABA can never be trauma-informed. No matter how many times it is rebranded, no matter what rewards are substituted, no matter how softly the language is phrased, the foundations of Applied Behavior Analysis are incompatible with what trauma-informed practice requires.
- [A Lever Long Enough: Changing Exclusionary Discipline Policies In North Carolina and Beyond](https://endseclusion.org/2025/10/15/a-lever-long-enough-changing-exclusionary-discipline-policies-in-north-carolina-and-beyond/) - Love Our Children NC used this concept to change the short-term suspension policy in New Hanover County, North Carolina. The non-profit organization was co-founded by me and Veronica McLaurin-Brown in March 2021. We are dedicated to ending exclusionary discipline in our state. We are working to change harmful suspension and seclusion policies and statutes. We believe all children should receive the help and support they need in school. In March 2022, the New Hanover County Board of Education voted unanimously to end out-of-school suspensions for 5, 6, and 7-year-olds for minor infractions.
- [Choice Doesn’t Fix It: Why PBIS Still Harms Kids](https://endseclusion.org/2025/10/13/choice-doesnt-fix-it-why-pbis-still-harms-kids/) - When I was a little girl, I didn't speak until I was four years old. I remember the way adults looked at me—like I was broken, like my silence defined me. They didn't see the potential bubbling beneath, only the ways I failed to fit the mold. That early experience taught me something I carry into every classroom today: the deepest harm comes when children are told their worth is conditional. That's why I can't stay quiet about PBIS (Positive Behavioral Interventions and Supports).
- [Call to Action: Stop the Shock It Is Time To Ban Shock Devices and Aversive “Therapies”](https://endseclusion.org/2025/09/24/call-to-action-stop-the-shock-it-is-time-to-ban-shock-devices-and-aversive-therapies/) - Massachusetts is on the verge of a historic decision that could end one of the most controversial and painful practices used against disabled individuals in the United States. The Joint Committee on Children, Families, and Persons with Disabilities will soon hold a hearing on House Bill H.245, which is legislation that would permanently ban the use of the Graduated Electronic Decelerator (GED) shock device and other aversive practices in residential programs.
- [When Advocacy Creates Ripples, it Becomes Waves – Let Your Voice Be One of Those Ripples!](https://endseclusion.org/2025/09/19/when-advocacy-creates-ripples-it-becomes-waves-let-your-voice-be-one-of-those-ripples/) - When I first met Guy Stephens of the Alliance Against Seclusion and Restraint in the fall of 2019, I was a completely panicked mom, worried beyond belief for the safety of her child in the New Brunswick, Canada, school system after dealing with seclusion room incidents. I felt like I couldn't trust anyone with my child ever again. I'm sure some of you reading this can relate entirely too well, and my heart goes out to you, too.
- [A Letter to Beaverton School District Regarding the Use of Seclusion](https://endseclusion.org/2025/09/17/a-letter-to-beaverton-school-district-regarding-the-use-of-seclusion/) - 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.
- [My Journey: Heart-Strong International Changemakers for Children](https://endseclusion.org/2025/09/03/my-journey-heart-strong-international-changemakers-for-children/) - This past week, I was very proud to receive my certificate in the Heart-Strong International Changemakers for Children course, taught by Sandi Lerman. Signing up, I already knew that anything Sandi and Heart-Strong International had put together was going to be amazing! AASR has a long-running relationship and collaboration with Sandi and Heart-Strong International, including the ability to obtain professional education credits for our book studies. Sandi's work certainly aligns with AASR's core five principles of being trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative.
- [Laramie County School District is Seeking Public Comment on Seclusion and Restraint Policy](https://endseclusion.org/2025/09/01/laramie-county-school-district-is-seeking-public-comment-on-seclusion-and-restraint-policy/) - The Laramie County School District in Wyoming recently voted to put an amended “Seclusion, Restraint, Forcible Physical Contact and Corporal Punishment” policy out for a 45-day review. Potential changes to policy can be reviewed on the Board’s webpage. Public comments will be accepted until September 19, 2025, at 4 p.m. online or via email. We provided public comment to the Laramie County School Board, which can be read below. We encourage others to provide public feedback on this important policy.
- [The River of Cruelty – My Experience](https://endseclusion.org/2025/08/29/the-river-of-cruelty-my-experience/) - I have dedicated my life to understanding what motivates people. Why do we behave the way we do, and how can we improve when life, families, groups, and others' actions negatively impact us? I believe this desire to understand and help others led me to become a pastor. After 20 years in ministry, I started to realize how serious some of our struggles are. I also recognized that I had very little knowledge of trauma and effective ways to heal during my first 50 years.
- [The many names used for seclusion cells at schools](https://endseclusion.org/2019/09/12/the-many-names-used-for-seclusion-cells-at-schools/) - Rooms Don’t Calm Kids With Challenging Behaviors; Accommodations do. At one of my son’s schools, they called it the “calming room.” The thing is, walls don’t calm people. Many neuro-divergent children like my son need to be taught how to self-calm. Or better yet, avoid the crisis altogether with appropriate accommodations. At another of his
- [What We Got Wrong About Discipline](https://endseclusion.org/2025/08/22/what-we-got-wrong-about-discipline/) - It is common to associate discipline with punishment, for some, that includes spanking, beating, and other severe forms of what is now considered abuse. I know that some claim they are "okay" even after experiencing these practices. However, I have yet to see any credible evidence that disproves my belief that they did little more than gain immediate control while causing long-term harm to the recipient.
- [Running for Cole](https://endseclusion.org/2025/08/15/running-for-cole/) - I have always had a passion for running. I don't run fast, and I'm not breaking any records, but that doesn't matter because running means so much more to me. Running is my release, a way for me to process my emotions and whatever is happening in my life at any given moment. I didn't realize how much deeper that meaning would become until our son Cole was born nineteen years ago.
- [It's All Just Part of the Routine: How Touch Becomes Restraint in Early Childhood Education](https://endseclusion.org/2025/08/27/its-all-just-part-of-the-routine-how-touch-becomes-restraint-in-early-childhood-education/) - Every child deserves to feel safe in their body. Every early educator wants to be someone a child can trust. If we truly want to build environments rooted in care, we have to be willing to pause, reflect, and make changes. There are amazing, wonderful things happening in early childhood education settings every day. I love being part of this field. But just as it's true that ECE professionals don't get enough recognition, it's also true that there are issues within our field that we don't talk about enough.
- [When a Field Trip Ends in Prone Restraint](https://endseclusion.org/2025/08/15/when-a-field-trip-ends-in-prone-restraint/) - The most recent restraint occurred while on a field trip. My son was having an anxiety attack related to his aide leaving and his crush telling him that she did not want to be his friend that day. Restraints were placed on him, and his safe people were not around. Instead of the special education director and preferred people trying to co-regulate with my son, the special education director called 911, citing an "out-of-control child." When the sheriff arrived, he put my son face down on the ground.
- [You Don't Get to Clutch Your Pearls at the Destination You Helped Build the Road To](https://endseclusion.org/2025/08/13/you-dont-get-to-clutch-your-pearls-at-the-destination-you-helped-build-the-road-to/) - Ableism is deeply embedded in early childhood education. It appears in our policies, practices, and the casual, everyday language and behaviors of educators and administrators. It shows up in how we pathologize children's behaviors, dismiss their needs, and treat their differences as disruptions to be managed through compliance. And it shows up in how we define professionalism or decide who qualifies as an expert.
- [Have You Been Restrained or Secluded?](https://endseclusion.org/2025/08/03/have-you-been-restrained-or-secluded/) - The Alliance Against Seclusion and Restraint, in conjunction with a research team at the University of Texas at Austin, would like to offer you an opportunity to make your voice heard regarding the psychological impact of restraint and seclusion. We have designed a survey and will publish a paper on the psychological effects of restraint and seclusion.
- [From Tough Love to Trauma-Informed: An Educator's Journey Toward Transformational Teaching](https://endseclusion.org/2025/07/28/from-tough-love-to-trauma-informed-an-educators-journey-toward-transformational-teaching/) - Twenty-six years ago, I began my teaching career with a passion for making a difference and the advice, "Don't let them see you smile until January." My first position was teaching third grade in a predominantly Black, low-income community. I entered the classroom ready to love my students and lead them with firm expectations and strict consequences. I believed my role was to instill discipline through compliance and control. Don't get me wrong, I cared for my students deeply, and I wanted them to know that. However, my version of "tough love" was rooted in high standards enforced through unwavering authority.
- [Announcing an Important Research Collaboration: Understanding the Psychological Impacts of Seclusion and Restraint](https://endseclusion.org/2025/06/18/announcing-an-important-research-collaboration-understanding-the-psychological-impacts-of-seclusion-and-restraint/) - The Alliance Against Seclusion and Restraint (AASR) is excited to announce a new research partnership with a team from the University of Texas at Austin. Together, we are launching a foundational study to investigate the long-term psychological impacts of physical restraint and seclusion, focusing on the voices of those who have lived through these experiences.
- [The Department of Justice Has Restored and Updated a Critical Online Resource Related Combatting the Improper Use of Seclusion](https://endseclusion.org/2025/07/18/the-department-of-justice-has-restored-and-updated-a-critical-web-resource-related-to-combatting-the-improper-use/) - I have some great news to share. Many of you may have noticed that the Department of Justice (DOJ) removed webpages related to the improper use of seclusion earlier this year. You might have wondered what this meant and whether this critical work would remain a priority. Today, I learned that the webpages related to the improper use of seclusion have been updated and restored. Additionally, recently, the DOJ announced a settlement agreement with the Montcalm Area Intermediate School District in Montcalm County, Michigan. This settlement addressed the discriminatory use of seclusion and restraint against students with disabilities and an agreement to end the use of seclusion in the district. The recent settlement agreement and the restoration of the webpages are welcome news and a strong indication that the critical work the Department of Justice has been doing in recent years to combat the improper use of seclusion and restraint remains an important priority.
- [Yes, the Preschool-to-Prison Pipeline is a Real Phenomenon](https://endseclusion.org/2025/07/16/yes-the-preschool-to-prison-pipeline-is-a-real-phenomenon/) - In recent years, advocates have drawn attention to a troubling and embedded trend in our society: the preschool-to-prison pipeline. While the phenomenon may sound hyperbolic at first, it reflects an ingrained pattern of harmful and disproportionate disciplinary actions and systemic inequalities that can begin as soon as a child is born. The continuation of the systemic imbalance for marginalized children from preschool and on creates an endless cycle of barriers that may lead to incarceration once older.
- [Neurodivergent Students Don’t Need a Calm Corner, They a Whole Classroom Rooted in Calm, Connection, and Compassion](https://endseclusion.org/2025/07/10/neurodivergent-students-dont-need-a-calm-corner-they-a-whole-classroom-rooted-in-calm-connection-and-compassion/) - “Just make a calm-down space in your room!” they say, as if emotional regulation can be solved with a bean bag chair, a glitter jar, and a cute sign that says “breathe.” But here’s what so many people miss: when I’m dysregulated when my nervous system is in fight, flight, freeze, or fawn I’m not thinking, “Wow, I should move my entire body across the room in front of all my peers and sit in that corner that screams this student is struggling right now.” I’m not looking to be watched or judged while I try to regulate. I’m not interested in being on display. I’m trying to get safe. I’m trying to get small. I’m trying not to fall apart in public.
- [Both Sides Get Social-Emotional Learning Wrong And Keep Pushing the One System That Harms Kids Most, PBIS](https://endseclusion.org/2025/07/07/both-sides-get-social-emotional-learning-wrong-and-keep-pushing-the-one-system-that-harms-kids-most-pbis/) - In today’s chaotic and polarized political environment, Social-Emotional Learning (SEL) has become one of the most misunderstood and misrepresented concepts in education. What should be a universally embraced tool to help students develop self-awareness, emotional regulation, empathy, and resilience has instead become a lightning rod for controversy. Politicians from both ends of the political spectrum have taken turns distorting SEL into something it was never intended to be. Republicans often miscast it as radical indoctrination. Democrats, on the other hand, risk treating it as a warm, fuzzy replacement for academic rigor. And both are missing the larger point entirely: SEL is not about ideology or avoidance. It’s about integration. When embedded into high-quality instruction, SEL doesn’t take away from academics; it makes deep learning possible. But while both parties bicker over SEL, they remain curiously united on something else: PBIS. And that’s where the hypocrisy becomes impossible to ignore.
- [Parallel Battles: Advocacy in Healthcare and Education for Vulnerable Populations](https://endseclusion.org/2025/07/09/parallel-battles-advocacy-in-healthcare-and-education-for-vulnerable-populations/) - Every day as a nurse and mother of a child with a disability, I find myself navigating two very distinct worlds - one rooted in healthcare and the other in education, both, however, interconnected by a demanding commitment to advocacy. Through my experience as a nurse and my daughter's experience within the public school system, I have come to understand just how striking the parallels are when it comes to advocating for the needs of those who often cannot advocate for themselves.
- [A Step Forward: Department of Justice Settlement with Montcalm Area ISD Signals Ongoing Commitment to Protecting Students from Seclusion and Restraint](https://endseclusion.org/2025/07/04/a-step-forward-department-of-justice-settlement-with-montcalm-area-isd-signals-ongoing-commitment-to-protecting-students-from-seclusion-and-restraint/) - The Alliance Against Seclusion and Restraint welcomes the recent announcement by the U.S. Department of Justice’s Educational Opportunities Section regarding its investigation and settlement agreement with the Montcalm Area Intermediate School District (MAISD) in Michigan. This development is a powerful signal that there are those in the federal government who remain committed to protecting the rights and safety of our nation’s most vulnerable students, even amid recent changes within the Department of Justice.
- [Rewards in Schools: Not the Same as a Paycheck, and More Harmful Than Helpful](https://endseclusion.org/2025/07/01/rewards-in-schools-not-the-same-as-a-paycheck-and-more-harmful-than-helpful/) - Today, many educators rely on systems of rewards—such as tokens, stickers, or points—to gain student compliance. Of course, we believe that compliance is the wrong goal, but that is a topic for another article. The truth is that rewards or positive reinforcements are a common part of approaches such as Positive Behavioral Interventions and Supports (PBIS), which are prevalent in our schools. Supporters of these systems often draw a parallel between children earning rewards and adults earning paychecks for their jobs. However, this comparison is deeply flawed and ignores the significant differences in power, consent, and long-term impact between these two situations.
- [We Don't Understand You: Understanding Trauma Matters](https://endseclusion.org/2025/06/11/we-dont-understand-you-understanding-trauma-matters/) - For the longest time, humans knew next to nothing about the organ that resides in their own skull: the brain. A vital organ that controls our actions, thoughts, and behaviors. A price of misunderstanding the workings of the brain has led to detrimental effects, like traumas known as Adverse Childhood Experiences (ACEs). From a multitude of recent research and surveys, the brain is now being seen in a new light. An organ built for survival has many ways to do just that-- survive. These are often shown as trauma responses, which are how the brain attempts to prevent past harms from coming again. Our brains are made for safety, but this sometimes does the exact opposite because of the society we live in.
- [Neurodiversity in Schools: Progress Since I Was a Student?](https://endseclusion.org/2025/06/09/neurodiversity-in-schools-progress-since-i-was-a-student/) - Before touching on my professional experiences, I want to give a quick summary of what I recall from my school days. I went through the public school system in the late 1990s and early 2000s. I specify not to age myself but to remind readers that our knowledge of neurodiversity has made great progress since then. I was in the Special Education program until eighth grade, with most of my IEP goals being social in nature. I did not understand the other children, neither their interests nor why they acted the way they did. My goals remained mostly unchanged during the many years I had an IEP. Academically, there were no concerns. Behaviorally, there were mostly no concerns. I do not recall ever having a meltdown in school, nor have I ever read about it in the records my parents kept.
- [Louisiana’s HB 684 Fails to Protect Students From Harmful Restraint and Seclusion Practices](https://endseclusion.org/2025/06/01/louisianas-hb-684-fails-to-protect-students-from-harmful-restraint-and-seclusion-practices/) - The Alliance Against Seclusion and Restraint (AASR) is deeply concerned about Louisiana’s proposed House Bill 684, which codifies the use of seclusion and physical restraint in schools for students with disabilities. While the bill includes incremental reforms, such as requiring cameras in special education classrooms, it lowers the threshold for mandatory IEP reviews, and it fails to address systemic risks posed by these dangerous practices.
- [A Mother's Appeal to Bloomingdale Public Schools Regarding the Use of Restraint and Seclusion](https://endseclusion.org/2025/05/28/a-mothers-appeal-to-bloomingdale-public-schools-regarding-the-use-of-restraint-and-seclusion/) - Nearly a year ago, I addressed this Board with significant concerns about the use of seclusion in our District. At that time, I specifically spoke about the practice of surrounding children with mats, enclosing them against a wall for unrestricted periods of time. During that time, I addressed Bloomingdale's higher reporting of restraint and seclusion than other neighboring districts.
- [Meet Volunteer Kenzie Joly](https://endseclusion.org/2025/06/04/meet-volunteer-kenzie-joly/) - I am deeply committed to advancing educational equity through research, policy advocacy, and a nuanced understanding of how systemic factors influence student outcomes. My interest in joining the Alliance Against Seclusion and Restraint stems from a passion for dismantling the school-to-prison pipeline and advocating for alternatives to punitive discipline—particularly for students with behavioral health needs and those involved in the juvenile justice system.
- [What If  We Presumed Need in Addition to Presuming Competence?](https://endseclusion.org/2025/06/02/what-if-we-presumed-need-in-addition-to-presuming-competence/) - You may or may not have heard the edict "presume competence." It is a crucial part of creating neuro-affirming spaces. I was first introduced to it through the world of supporting non-speaking or minimally-speaking Autistics in the film "This is Not About Me," featuring Jordyn Zimmerman. In the movie, Jordyn shares her experiences as a non-speaking Autistic child who was underestimated and infantilized. She was not given access to communication until the age of eighteen when she finally received an AAC (Augmentative and Adaptive Technology) device. Jordyn is now an advocate and embodies the importance of pursuing competence in our students.
- [Protect Minnesota’s Youngest Students from Seclusion in Schools](https://endseclusion.org/2025/05/23/protect-minnesotas-youngest-students-from-seclusion-in-schools/) - Minnesota made historic progress in 2023 by passing legislation that banned the use of seclusion for K-3 students. This legislation was a critical step in creating safer, more inclusive schools and ensuring that our youngest learners, especially students with disabilities, Black and brown students, and students with a trauma history, are treated with dignity and respect and free from abuse. But now, that progress is under threat.
- [From Compliance to Compassion: My Journey Beyond Crisis Intervention](https://endseclusion.org/2025/05/30/from-compliance-to-compassion-my-journey-beyond-crisis-intervention/) - For more than a decade, I've worked with students whose behaviors often challenge the systems around them. I was good at it. So good that I was often chosen to train others in crisis intervention. I taught professionals how to use physical holds and seclusion techniques under the guise of keeping students "safe". And I believed in what I was doing. I believed I was helping.
- [Children are Humans First](https://endseclusion.org/2025/05/23/children-are-humans-first/) - I was sitting on the floor with some preschoolers, playing cars. It was time to clean up. “I don’t want to clean up,” one cried. I had two choices. I could take the typical approach, double down, and make sure he knew the expectation (a ridiculous concept — he clearly knew it, enough to be upset about it). I could enforce the rule above all and focus solely on compliance.
- [What PBIS Got Wrong About My Echolalia](https://endseclusion.org/2025/05/21/what-pbis-got-wrong-about-my-echolalia/) - Internalized echolalia is one of those things people rarely talk about because they rarely know it exists. For me, it's not some quirky feature of being autistic. It's my brain's operating system. It's the language I speak in silence. While the world pushes me to say things out loud and to follow the scripts they wrote for me, I've always had my own looping phrases, echoing thoughts, and repeated sentences playing in my mind. They aren't distractions. They're how I make sense of everything.
- [More Restraint and Seclusion Will Not Make Oregon Schools Safer](https://endseclusion.org/2025/05/19/more-restraint-and-seclusion-will-not-make-oregon-schools-safer/) - Some of you may already know my story. I was the lead instructor for my district's off-site intensive behavior program. I worked relentlessly to prove that even the most impacted students could be safely supported without resorting to restraint or seclusion. However, my goal to eliminate these practices was met with significant resistance. The belief that restraint and seclusion are necessary "for everyone's safety" is deeply ingrained, echoed by special education teachers and even some advocates and specialists. What should be rare and reserved for only the most extreme emergencies has instead become a routine response when disabled children are dysregulated or aggressive, even when no one is in imminent danger. It is implemented when people don't know how to get a behavior to stop, and by an adult who is also most likely dysregulated.
- [Proposed Legislation in Maine Would Roll Back Protections for Children Related to Restraint and Seclusion in Schools](https://endseclusion.org/2025/04/29/proposed-legislation-in-maine-would-roll-back-protections-for-children-related-to-restraint-and-seclusion-in-schools/) - LD 1248 would amend the law by changing the standard from "imminent danger of serious physical injury" to "imminent danger of injury," a much broader and more subjective criterion. The bill would also remove the requirement that a student must voluntarily comply when being escorted by staff, allowing for more involuntary physical interventions without classifying them as restraint. Supporters argue these changes are necessary to address rising behavioral challenges and to give educators more flexibility to maintain safety in schools. As a reminder, "imminent danger of serious physical injury" is the standard recommended by the United States Department of Education in 2012, and guidance was issued related to the use of physical restraint and seclusion.
- [The Loss of Civil Rights Protections for Our Most Vulnerable Students](https://endseclusion.org/2025/04/24/the-loss-of-civil-rights-protections-for-our-most-vulnerable-students/) - Recent changes at the U.S. Department of Education’s Office for Civil Rights (OCR) and the Department of Justice’s Civil Rights Division are placing the nation’s most vulnerable students—children with disabilities and Black and Brown children—at unprecedented risk. Under the guise of “common sense” reforms and a campaign against so-called “radical equity ideology,” critical federal protections are being dismantled, threatening decades of progress that have been made in American schools since the civil rights movement began.
- [Massachusetts it's Time to Speak Out on Proposed Changes to Time-Out and Seclusion in Schools](https://endseclusion.org/2025/04/22/massachusetts-its-time-to-speak-out-on-proposed-changes-to-time-out-and-seclusion-in-schools/) - Massachusetts is at a critical crossroads regarding the safety and dignity of its students, especially those with disabilities. The Board of Elementary and Secondary Education (BESE) has released proposed amendments to regulations governing the use of time-out rooms and seclusion in both public and private special education settings. The public comment period is open until May 2, 2025, at 5:00 PM—and your voice is urgently needed to ensure these regulations truly protect all children.
- [Seclusion in Schools: A Harmful Practice Disguised as "Last Resort"](https://endseclusion.org/2025/04/17/seclusion-in-schools-a-harmful-practice-disguised-as-last-resort/) - Recent statements by some educators and lawmakers in Colorado, as reported in Denver7, frame seclusion as a "last resort," an "important tool," and a "safe and caring option" to prevent physical restraint in schools. These characterizations are not only misleading but dangerously minimize the well-documented harms of seclusion. Despite claims and state laws that seclusion should only be used in actual emergencies—when a child poses imminent, serious physical harm to themselves or others—the reality in schools across the country tells a very different story.
- [Bullied by Peers and Bullied by PBIS](https://endseclusion.org/2025/04/16/bullied-by-peers-and-bullied-by-pbis/) - As an autistic person, school was never a place I felt truly safe, included, or supported. Recently I came across a social media post based on the Autistic Not Weird 2022 Autism Survey. Seeing statistics like these—where almost 70% of autistic students reported having a negative school experience—unfortunately doesn't surprise me at all. I was one of those students. My struggles in school weren't just because of my autism but because of the way I was treated because I was autistic. And if that wasn't enough, early puberty made things even worse for me.
- [“Out of My Mind,” A Book Review](https://endseclusion.org/2025/04/02/out-of-my-mind-a-book-review/) - Most people would find the thought of going through life unable to speak hard to imagine. We talk so much every day! What could you do instead? Maybe write? But you can’t write either because your hands won’t listen to your brain. You can’t gesture. You can’t even walk. But you have a brain that’s insatiably curious, and you want more than anything to be understood, to have friends, to even be able to tell your mom you love her.
- [Action Alert: Protect Illinois Students](https://endseclusion.org/2025/04/01/action-alert-protect-illinois-students/) - In recent years, investigative reporting by the Chicago Tribune and ProPublica uncovered widespread abuse of physical restraint and seclusion (often referred to as “time out”) in Illinois schools. These practices disproportionately affect young children, students of color, and students with disabilities, including those with autism, intellectual disabilities, and emotional disabilities. In response to these findings, Illinois enacted a 2021 law aimed at reducing reliance on these harmful interventions.
- [Honoring Joshie: A Call for Change in Special Education](https://endseclusion.org/2025/03/24/honoring-joshie-a-call-for-change-in-special-education/) - Today, I stand before you to share the story of a remarkable child, a boy whose light shone brightly in a world that too often failed to see how innocent and loving he was. His name was Joshua Andrew Sikes—Joshie—a boy who loved Halloween, pumpkins, and the simple joy of human connection. He was a child whose innocence remained untouched by cynicism, whose heart knew only love, and whose spirit was as pure as the autumn air on the day that he entered this world.
- [Colorado Lawmaker Takes a Stand: Proposed Legislation to Ban Student Seclusion](https://endseclusion.org/2025/03/17/colorado-lawmaker-takes-a-stand-proposed-legislation-to-ban-student-seclusion/) - In a significant move to protect students’ rights and well-being, Colorado lawmaker Reprentative Regina English has introduced House Bill 25-1178, aimed at banning the use of seclusion in schools across the state. If this crucial legislation were passed, Colorado would join a growing list of states that prohibit this controversial practice.
- [Have You Heard of the Tendril Theory?  ](https://endseclusion.org/2025/03/17/have-you-heard-of-the-tendril-theory/) - Have you heard of the Tendril Theory? I came across it online a few years ago, and understanding it has helped me to support my neurodivergent sons. The graphic I have seen shows a Medusa-like cartoon character. The person is engrossed in an activity with multiple swirling lines connecting from their head to the activity.
- [Life After a Behavior Modification Program](https://endseclusion.org/2025/03/14/life-after-a-behavior-modification-program/) - In my junior year of high school, I was woken up in the middle of the night at about four in the morning by two strangers who escorted me to the airport. From there, I was flown from Houston, Texas, to La Verkin, Utah, to a place called Cross Creek Programs, also known as Cross Creek Manor. I was 17 years old at the time and found out that I could legally leave when I was 18, but my birthday felt so far away. I would go on to spend nine months at this behavior modification program, which was a very traumatizing time in my life. My sense of safety and autonomy were ripped away. While I personally didn't experience any physical restraint or solitary confinement, I saw it happen to others.
- [Loudoun County Public Schools Bans the use of Seclusion](https://endseclusion.org/2025/03/01/loudoun-county-public-schools-bans-the-use-of-seclusion/) - Great news! Loudoun County Public Schools in Virginia recently voted to revise their policy related to the use of restraint and seclusion. On February 25th the board of education met to vote on on a policy update (meeting). The Loudoun County School Board voted to update its restraint and seclusion policy, and will no longer permit the use of seclusion.
- [Every Student, Every Day, Well Except Maybe Today](https://endseclusion.org/2025/02/24/every-student-every-day-well-except-maybe-today/) - A good example of this is the new playground my children's school wants to build for their pre-k through 2nd-grade kids. The school has at least four children in wheelchairs. I have been trying to convince other parents to build a playground that is fully inclusive and accessible for all children to play on together. I'm the odd one out. Most of them would be happy to have one or two accessible features in one area and think that they've done something for everyone. But can you imagine being the kid in a wheelchair off to the side while their friends are playing on everything? That hurts.
- [Loudoun County Public Schools it is Time to End the use of Seclusion](https://endseclusion.org/2025/02/14/loudon-county-public-schools-it-is-time-to-end-the-use-of-seclusion/) - I am writing to you regarding your consideration of the seclusion and restraint policy in Loudoun County Public Schools. We commend your board for reviewing your current policy on restraint and seclusion. As you consider updates, we strongly urge you to prohibit the use of seclusion entirely and significantly limit the use of physical restraint.
- [Funding the Fight: AASR’s Urgent Need for Your Support](https://endseclusion.org/2025/02/03/funding-the-fight-aasrs-urgent-need-for-your-support/) - In the United States, thousands of children—particularly those with disabilities, Black and brown children, and boys—are subjected to harmful disciplinary practices in schools. Restraint, seclusion, suspension, expulsion, and corporal punishment are not only ineffective but also cause severe trauma, injury, and, in some cases, even death. The Alliance Against Seclusion and Restraint (AASR) is working to change this reality by advocating for the elimination of punitive discipline and outdated behavioral management approaches in schools. However, to continue this critical work, AASR needs financial support.
- [A Space So Full of Light](https://endseclusion.org/2025/01/17/a-space-so-full-of-light/) - Several years ago, I heard Brené Brown share a story about her son, who was struggling with friendship lessons. She encouraged him to surround himself with people who would celebrate him when he was shining brightly—not those who would blow out his candle to make theirs appear brighter. While I wouldn't call myself a Brené Brown superfan, this particular wisdom stuck with me.
- [Supporting Someone Who Has Survived Seclusion or Restraint](https://endseclusion.org/2024/05/22/supporting-someone-who-has-survived-seclusion-or-restraint/) - I first started experiencing symptoms of post-traumatic stress disorder around a month after being restrained for the first time. I was at a long-term residential treatment center (i.e., a “troubled teen” facility) in Utah at the time. I noticed feeling anxious around the staff who had restrained me. I started avoiding the places where a restraint had taken place. I began having nightmares that I would wake up from most mornings in a state of panic. Often, the staff who had restrained me were sitting five feet away from me as a 1:1, watching when this would happen.
- [Misunderstood: How Communication Differences Lead to Social Seclusion in Higher Education](https://endseclusion.org/2025/01/15/misunderstood-how-communication-differences-lead-to-social-seclusion-in-higher-education/) - At one point during my college experience, I was called into a meeting with several of my professors. They informed me that some of my classmates had told them they were scared of me. I was stunned. I couldn't understand how I had come across as frightening.
- [Change is Needed in Higher Education to Support Neurodivergent Students](https://endseclusion.org/2025/01/06/change-is-needed-in-higher-education-to-support-neurodivergent-students/) - My college experience was shaped by the challenges of navigating an environment that often did not fully understand or accommodate my needs as an autistic student. As someone who had been non-verbal until age 5, I still faced difficulties in social interactions, communication, and adapting to the expectations placed on students. Although I had made significant strides in my early education, college presented a whole new set of challenges, as I found that much of the focus in academic settings was on managing behaviors or meeting societal expectations rather than fostering my unique strengths.
- ["I'm Stupid; My Brain is Wrong": How Broken Systems Harm Children and Families](https://endseclusion.org/2024/12/27/im-stupid-my-brain-is-wrong-how-broken-systems-harm-children-and-families/) - "I'm stupid; my brain is wrong, and the only way to fix it is to die." How many parents have heard these words from a neurodivergent child? How does one respond? "I wish I could die and come back with a new brain." How many parents have ever felt this way about themselves because of their own neurodivergences? How unsettling is it to relate to their child's words? "I'm stupid; my brain is wrong, and the only way to fix it is to die." How badly have their hearts been broken? How helpless have they felt hearing their children express this belief?
- [Challenging Outdated Practices in Behavioral Assessment: A Call for Change](https://endseclusion.org/2024/12/22/challenging-outdated-practices-in-behavioral-assessment-a-call-for-change/) - In an era where education must rise to meet the needs of all learners, the recently released guidance titled “Using Functional Behavioral Assessments to Create Supportive Learning Environments” (November 2024) fails to reflect approaches grounded in trauma-sensitive care, neuroscience, and neurodiversity-affirming practices. The guidance reinforces outdated frameworks that prioritize managing behavior over fostering safety, connection, and authentic growth. This critique outlines critical concerns with the guidance and proposes a more supportive and research-aligned path forward.
- [Living Inside the World of Anxiety](https://endseclusion.org/2024/12/17/living-inside-the-world-of-anxiety/) - In June of 2024, “Inside Out 2” hit the theaters with a rush of interest and validation from all age groups, bringing the emotion of anxiety front and center into our own worlds. Riley, the 13-year-old protagonist, experiences rising tension, a rapid heartbeat, and whirring sensations in her body as her nervous system is pushed to its limit playing hockey in an elevated and exasperated effort to prove her worth during the tryouts on the ice rink, as she tried desperately to be a part of the Foghorn Hockey team. Riley quickly lost her thinking mind. What do I mean?
- [Informal Removals Can Violate Federal Civil Rights Protections and Don't Help Children](https://endseclusion.org/2024/12/09/informal-removals-can-violate-federal-civil-rights-protections-and-dont-help-children/) - My child was informally removed from public school in 6th grade, 7th grade, and 8th grade. Each time, the decisions came from increasingly powerful school officials: initially, a school counselor, then the school principal, and eventually the head of special education. Initially, our concerns were for their mental health. However, formal removals in 9th grade (into a digital charter school) and 12th grade (again, from the public school) indicated that at every turn, the wrong problem was being addressed with the wrong solution.
- [A Letter to Ellsworth School District](https://endseclusion.org/2024/11/27/a-letter-to-ellsworth-school-district/) - What follows is a letter we sent to the Superintendent and Board of Education for the Ellsworth School District in Maine. When community members share concerns related to the use of restraint and seclusion use in a school district we are always happy to reach out to see if we can help. That was the intent of this letter as well, to share our concerns and offer support. We sent the following letter on October 24th, 2024. As of November 25th, 2024 we received no response.
- [Comments on the Mandatory Civil Rights Data Collection (ED-2024-SCC-0128)](https://endseclusion.org/2024/11/25/comments-on-the-mandatory-civil-rights-data-collection-ed-2024-scc-0128/) - The Alliance Against Seclusion and Restraint (AASR) is grateful for the opportunity to respond to the request for information regarding mandatory civil rights data collection (ED-2024-SCC-0128). AASR is a national nonprofit organization and a community of over 30,000 parents, caregivers, self-advocates, educators, related professionals, and others working together to influence change in supporting children whose behaviors are often misunderstood. Our mission is to inform changes in policy and practice to reduce and eliminate the use of exclusionary punitive discipline and outdated behavioral management approaches and end the school-to-prison pipeline.
- [Introducing Alex Campbell](https://endseclusion.org/2020/01/12/introducing-alex-campbell/) - Please join me in welcoming Alex Campbell as a contributor to the Alliance Against Restraint and Seclusion. We are very excited to have Alex join our team and look forward to working with him to impact change. Alex Campbell is an advocate for students with disabilities and the Executive Director of Campbell Advocacy. He is
- [Accommodations Prepare Children for The Real World](https://endseclusion.org/2024/11/13/accommodations-prepare-children-for-the-real-world/) - October 2023 was very different from October 2024. My children were enrolled in public school in a small town in Connecticut, and we were all feeling miserable. My oldest son, Frankie, was in second grade and struggling tremendously. We had yet to have an IEP meeting after nearly two months of school. His anxiety was so overwhelming that he could barely sleep, often staying up until midnight every night, trying to process his feelings. He would talk to me at bedtime about his struggles.
- [Comprehensive Strategies for Fostering Cognitive and Emotional Growth in Trauma-Affected Children](https://endseclusion.org/2024/11/20/comprehensive-strategies-for-fostering-cognitive-and-emotional-growth-in-trauma-affected-children/) - Children placed in out-of-home care often face trauma and various adversities that significantly impact their cognitive, emotional, and social development. While trauma-informed practices offer a foundation, there is a growing need for targeted, long-term strategies that directly address cognitive challenges and foster recovery.
- [Convince Your Supervisor that You Should Complete Our New Course "Restraint and Seclusion in Schools"](https://endseclusion.org/2024/11/18/convince-your-supervisor-that-you-should-complete-our-new-course-restraint-and-seclusion-in-schools/) - Would you like to complete our new online training course “Restraint and Seclusion in Schools: What Educators, Administrators, and Related Professionals Need to Know” but need to convince your supervisor? We’ve got you covered! Alliance Against Seclusion and Restraint volunteer Trisha Thompson drafted a letter to help you convince whoever might need convincing.
- [Convince Your Supervisor that You Should Attend our Supporting All Brains Conference](https://endseclusion.org/2024/11/10/convince-your-supervisor-that-you-should-attend-our-supporting-all-brains-conference/) - Would you like to attend our upcoming Supporting All Brains conference but need to convince your supervisor? We've got you covered! Alliance Against Seclusion and Restraint volunteer Trisha Thompson drafted a letter to help you convince whoever might need convincing.
- [The Ripples of Trauma from Restraint and Seclusion](https://endseclusion.org/2024/10/15/the-ripples-of-trauma-from-restraint-and-seclusion/) - The result of children experiencing being restrained and secluded creates trauma responses in the brain. Any experience that the brain perceives as unsafe despite with whom, when, and where IS traumatic. The stress response in the lower part of the brain is designed for survival and it does not nor cannot delineate between perceived and actual danger. The neurobiological mechanism that becomes activated from the experience is popularly known as the “fight-flight-flee-freeze” stress response.
- [Be Curious and Dig Deeper](https://endseclusion.org/2024/10/07/be-curious-and-dig-deeper/) - Struggles with non-preferred tasks. How many of us have read this sentence about our child? How many have written this sentence about a child we work with, or had it written about you? I heard this sentence in my son’s annual IEP (Individualized Education Plan) review meeting and am still kicking myself for not addressing how problematic, misinformed, and frankly ableist it is.
- [Trauma, Healing, and Positive Identity Development](https://endseclusion.org/2024/10/02/trauma-healing-and-positive-identity-development/) - We have come to realize that bullying is trauma. And many who are bullied or have been bullied have symptoms of post-traumatic stress disorder. Bullying can come from peers, but it can also come from a number of other sources, such as aids, teachers, and even the parents of peers. There are countless stories of people with intellectual and developmental disabilities (IDD) being repeatedly bullied. Sadly, if a child is going through the school system with an intellectual or developmental disability, we can assume that they have endured some degree of trauma.
- [Becoming Neurodiversity Affirming: Listening to Autistic People to Inform our Approaches with Neurodivergent Students in Schools](https://endseclusion.org/2024/09/16/becoming-neurodiversity-affirming-listening-to-autistic-people-to-inform-our-approaches-with-neurodivergent-students-in-schools/) - Autistic people are advocating for changes in how we support neurodivergent children in schools. Instead of trying to make Autistic students conform to neurotypical expectations, we need to better understand and accommodate them. The neurodiversity paradigm views autism as a different way of being (Houting, 2019). Autistic people may think, process senses, move, communicate, and socialize differently. They do not need to be "fixed" or cured but rather accommodated to have their unique needs met. Autistic people are sharing that compliance-based approaches are harmful because they force the student to mask rather than have their needs met.
- [The Impact of Not Having Access to Robust Communication Modalities for Non-Speaking Students](https://endseclusion.org/2024/09/23/the-impact-of-not-having-access-to-robust-communication-modalities-for-non-speaking-students/) - Communication is the cornerstone of human interaction and development, facilitating learning, socialization, and self-expression (Iacono et al., 2022). For many individuals, the ability to communicate verbally comes naturally, supporting their educational journey and integration into society. However, non-speaking students-those who cannot communicate verbally due to developmental disabilities, neurological conditions, or other factors-face significant challenges. These students often struggle to access and utilize effective communication strategies, encountering numerous obstacles in the process (Crowe et al., 2021).
- [Changing The Things We Can: Collaborating Toward Common Goals](https://endseclusion.org/2024/09/03/changing-the-things-we-can-collaborating-toward-common-goals/) - must admit that as an advocate, I have a hard time accepting things I cannot change. Whether foolish or not, I believe that we can change almost anything with enough effort, hard work, and determination. We often have far more power to change things than we think. That said, change is not easy and takes substantial time, sustained effort, and commitment, but I believe we all have the power to change the world.
- [Building Bridges: Embracing Growth Through Dialogue in Education](https://endseclusion.org/2024/09/11/building-bridges-embracing-growth-through-dialogue-in-education/) - I've always been transparent about my personal growth in understanding and managing student behavior, and I take pride in that journey. I openly share my experiences to create an emotionally safe space for others who, like me, have reflected on and challenged systemic practices and training. As educators, it can be incredibly unsafe to voice dissenting opinions or acknowledge mistakes within the education system.
- [How To Use a Sensory Room For Self-Regulation](https://endseclusion.org/2024/09/09/how-to-use-a-sensory-room-for-self-regulation/) - Whenever I’m asked about sensory rooms and sensory processing issues, I often toss back the question, “How do you self-regulate?” This question is often met with confusion unless the person asking has reflected on their own self-regulation habits and routines. Typical adults often find ways to self-regulate throughout the day. Morning coffee, chewing gum, exercising, healthy eating, developing consistent daily routines, and even taking naps are all considered ways of maintaining self-regulation.
- [Back to School for Educators: Setting Intentions](https://endseclusion.org/2024/09/04/back-to-school-for-educators-setting-intentions/) - As educators and students return to classrooms across the country, it is prudent for all stakeholders in school communities to set intentions around the type of learning environments we want to cultivate together. We cannot leave seclusion and restraint out of these discussions. The language we use about these practices matters as we strive toward equitable student outcomes.
- [The Overflowing Cup: Sensory Processing and Kids](https://endseclusion.org/2024/08/28/the-overflowing-cup-sensory-processing-and-kids/) - We humans are a sensory species. Every single hour, minute, and second of our lives are made up of sensory input and integration. What we see, taste, smell, hear, touch, feel, and the lack of, are all important parts of sensory experience. These different forms of sensory input not only affect our senses themselves but also take root in our central nervous system, which directly affects motor output. So, what does this mean for us adults? More importantly, what does this mean for our children?
- [Like A Dog: From Child Abuse to Involuntary Hospitalization](https://endseclusion.org/2024/08/14/like-a-dog-from-child-abuse-to-involuntary-hospitalization/) - When I push deeper, however, as to why I would have had this positive association with restraint and institutional abuse, I realize it’s because I was abused as a child. I’m reminded of my favorite Franz Kafka quotation from The Trial: “‘Like a dog!’ he said, it was as if the shame of it should outlive him.” This is the exclamation of a person who has been restrained, either mentally or physically--perhaps both. There is something intrinsically shameful and eerie about the use of restraint. Maybe this is why, to this day, I still sometimes feel like a child: at 29, I was stripped and strapped to a table by three men and involuntarily hospitalized, held for two weeks without the ability to leave.
- [Applying Universal Design in Your Instructional Approaches: Accommodate by Design](https://endseclusion.org/2024/09/02/applying-universal-design-in-your-instructional-approaches-accommodate-by-design/) - Building upon concepts of Universal Design (UD) with curiosity and creativity may lead to opportunities to adjust your instructional design to support the regulation of students’ nervous systems, too! Although these ideas may be less concrete than designing a physical space, they likely will have similar benefits and support relationship building, regulated engagement in instruction, and greater retention of learning. Similarly to physically designing with inclusivity and accessibility in mind, it can support an educator’s nervous system, too!
- [Support Collaborative Learning Opportunities](https://endseclusion.org/2024/08/26/support-collaborative-learning-opportunities/) - Collaborative learning spaces can foster a sense of community, enhance connection, and provide opportunities for peer support. A universally designed approach to collaboration is beneficial for all students, supporting opportunities for coregulation and learning from others. To universally design collaborative learning spaces, though, you also have to have the flexibility to create a space for students who prefer to work individually and do not gain nervous system regulation by working with others.
- [The Impact of Punitive Discipline on Students with Cerebral Palsy](https://endseclusion.org/2024/08/21/the-impact-of-punitive-discipline-on-students-with-cerebral-palsy/) - Students with cerebral palsy (CP) face unique challenges in the educational environment. Unfortunately, these challenges often extend beyond their physical and cognitive limitations to include disproportionate disciplinary measures. Punitive discipline, such as suspensions and expulsions, can have lasting adverse effects on these students. Understanding the impact and advocating for more inclusive approaches is crucial.
- [Design with Felt-Safety in Mind](https://endseclusion.org/2024/08/19/design-with-felt-safety-in-mind/) - Creating a classroom that supports felt-safety is crucial for fostering an inclusive and nurturing learning environment. Felt-safety refers to the internal sense of security and well-being that allows students to focus, engage, and thrive. This concept, popularized by Robyn Gobbel, is especially important for students with trauma histories, anxiety, or neurodivergent traits who may find typical classroom settings overwhelming or distressing.
- [Creating Sensory-Friendly Environments](https://endseclusion.org/2024/08/12/creating-sensory-friendly-environments/) - If you’ve been inside a school building, you likely can agree that the design of most schools does not scream, ‘This is sensory-friendly space!’ at all. Floors are typically linoleum or tile, large open spaces create echoes of laughter and chatter, and the smells are oh-so abundant. There are generally not too many natural opportunities for structured sensory input and/or sensory breaks.
- [What is Universal Design? ](https://endseclusion.org/2024/08/05/what-is-universal-design/) - As an educator, you may not control your school's discipline policies, but you do have some control over how you set up your classroom. Whether you're planning out your classroom today or the night before your first professional development day, one critical decision you will make is how to arrange your physical space. To support your students in accessing the classroom without barriers, allowing them the opportunity to fully engage in your space without feeling othered, you might consider a concept called 'Universal Design.'
- [Stickers Don't Work for Adults Either](https://endseclusion.org/2024/08/07/stickers-dont-work-for-adults-either/) - We are a society of “earners.” The transactional systems many of us have been raised on that focus on earning prizes, tickets, and rewards do not have the expected effect. It does not create intrinsic motivation. I could quote Alfie Kohn from his book “Punished by Rewards” here. But what I am seeing is that these rewards are creating a feeling of unworthiness. These conditional relationships extend to our feelings about ourselves. We are feeling unworthy of doing anything that feels good unless we have earned it.
- [Singing with Stingrays: Reflecting on Disability Pride Month](https://endseclusion.org/2024/07/31/singing-with-stingrays-reflecting-on-disability-pride-month/) - As July draws to a close, I am reflecting on Disability Pride Month. Yesterday, I was drawn into a discussion about trauma-informed practices in education at a social gathering. As usual, I found myself passionately defending the rights of disabled students in the United States and despaired over the lack of resources to support them appropriately.
- [Interpersonal Safety in the Age of Behaviorism](https://endseclusion.org/2024/07/28/interpersonal-safety-in-the-age-of-behaviorism/) - What do reasonable behavior expectations look like? Different types of behavior are appropriate in different circumstances. The circumstances include externally observable elements as well as things that can only be internally observed by the person exhibiting the behavior.
- [Wisconsin Restraint and Seclusion Survey](https://endseclusion.org/2024/07/24/wisconsin-restraint-and-seclusion-survey/) - Making Waves & Systems Change Advocacy is a group of Wisconsin lakeshore mothers working to improve systems for meaningful inclusion, support, and acceptance of people with disabilities. Currently, there aren’t enough efficient and accessible ways for families to share their stories to advocate for real change, and we intend to do our best to turn the tide.
- [My Journey from a Parent to a Family and Child Advocate](https://endseclusion.org/2024/07/22/my-journey-from-a-parent-to-a-family-and-child-advocate/) - I am honored that Guy has asked me to share my story; his work is an inspiration. I am not a therapist or clinical worker, but I am a parent who shares the experience of raising kids with challenges who are misunderstood and struggle in our current systems. I am passionate about making my community trauma-aware and doing better for our youth. Like Maya Angelou said, "Do the best you can until you know better. Then when you know better, do better." With all the research about neuroscience, we definitely know better!
- [A Parent's Story: You Don't Get What You Don't Fight For](https://endseclusion.org/2024/07/15/a-parents-story-you-dont-get-what-you-dont-fight-for/) - This is a systemic issue. I can't count the number of parents I have heard of with similar stories or the number of homeschooling parents who have said that school was "not a good fit" for their child (or children). Had I not been a strong advocate for my son, he would have continued to suffer. He would not have learned anything at all because the administration and staff don't have enough training that they know how to teach him. And the powers that be don't put in the money and effort to try. He would have ended up hospitalized or possibly dead. You think this sounds like I'm reaching and going too far here; I'm not.
- [Why Restraint and Seclusion Should Be Federally Regulated](https://endseclusion.org/2023/08/07/why-restraint-and-seclusion-should-be-federally-regulated/) - Federal data indicates in the United States, upwards of 100,000 students are restrained and secluded (R&S) every year in public schools. The purpose of R&S is to manage disruptive behavior and is intended to be used in situations that involve imminent danger of serious physical harm to the individual or others.
- [A Walk to the Park: A Story about Authority and Autonomy](https://endseclusion.org/2024/07/18/a-walk-to-the-park-a-story-about-authority-and-autonomy/) - I have since learned so much about supporting my now-diagnosed neurodivergent sons. I share this day to reflect on how far we have come and how far we still need to go and to remind myself that everyone is in different stages of their educational journey. I wish I could say that the practices responsible for this day are outdated, but sadly, they are still in use today to "help" neurodivergent children.
- [Social and Emotional Learning is Essential for Kids (and Educators)](https://endseclusion.org/2024/06/26/social-and-emotional-learning-is-essential-for-kids-and-educators/) - Social-emotional learning (SEL) offers a solution that benefits everyone. By supporting educators in implementing SEL, we can help them better support their students and foster their own resilience. When teachers are equipped with the tools to manage their own emotions and help students do the same, the classroom environment improves for everyone.
- [Beyond Rewards and Consequences: Shifting to a Neuroscience-Aligned Approach to Parenting](https://endseclusion.org/2024/07/06/beyond-rewards-and-consequences-shifting-to-a-neuroscience-aligned-approach-to-parenting/) - What about in the home? How can we apply the five principles to parenting? How can we move away from rewards and punishment to a brain and nervous system aligned approach to parenting? Well, I am glad you asked because there is a need to shift away from some traditional parenting approaches that are failing our children. There is a need and an opportunity for parenting to be informed by neuroscience. We can do better. Today, I want to share with you three books that I think can help us to see our children differently. When we see our children differently, we have an opportunity to respond and support them differently. Here are three of my favorite parenting books.
- [About Seclusion and Restraint](https://endseclusion.org/2019/09/01/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
- [A Journey of Hope and Healing Through Neuroscience](https://endseclusion.org/2024/07/02/a-journey-of-hope-and-healing-through-neuroscience/) - I have been a fan of Dr. Lori Desautels on Social Media for some time. I even had a chance to interact with her as part of the Alliance Against Seclusion and Restraint's Book Study for her book, "Intentional Neuroplasticity: Moving Our Nervous Systems and Educational System Toward Post-Traumatic Growth." I had also read her book "Connections Over Compliance: Rewiring Our Perceptions of Discipline." I was inspired by her hopeful message about how developing an awareness of our Nervous Systems can help us to rewire them through intentional and positive experiences.
- [How Being a Musician Made Me a Better Advocate](https://endseclusion.org/2024/06/30/how-being-a-musician-made-me-a-better-advocate/) - Growing up as a musician, I learned the importance of listening to others. As an adult, I've realized that listening is not just a skill but a cornerstone of effective advocacy. It's through listening that we understand others' needs, empathize with their struggles, and work toward meaningful change.
- [Reframing Behavior: A New Neuroscience Aligned Program for Educators](https://endseclusion.org/2024/06/24/reframing-behavior-a-new-neuroscience-aligned-program-for-educators/) - Today, I am thrilled to share what I believe to be one of the most significant accomplishments of the Alliance Against Seclusion and Restraint in achieving our mission. I am excited to introduce you to Reframing Behavior, a groundbreaking neuroscience-based educator training program developed by the Crisis Prevention Institute (CPI) in partnership with the Alliance Against Seclusion and Restraint. This program brings the neuroscience of behavior to schools, helping school staff understand behavior through the lens of our brain and nervous system. It is a proactive program that prioritizes true crisis prevention, steering us toward a future where physical restraint and seclusion are no longer necessary.
- [Facebook Live: Training Series](https://endseclusion.org/2020/04/27/facebook-live-training-series/) - I wanted to share that we are doing a Facebook Live training series. The idea began because of the challenges during the current COVID-19 crisis. Given the current situation across the world, many parents and caregivers now find themselves suddenly acting as educators for their behaviorally challenging children. We have heard from many parents, especially those with disabled and behaviorally challenging children that are having a difficult time. We wanted to help!
- [End Prone Restraint, Embrace Alternatives for Illinois Public School Students](https://endseclusion.org/2020/07/15/end-prone-restraint-embrace-alternatives-for-illinois-public-school-students/) - From August 2017 to December 2018, Illinois public school districts documented over 15,000 physical restraints with a quarter of those beginning with no documented safety reason. In the 50,000 pages of documentation of seclusion and restraint incidents in Illinois public schools, there are records of many students saying they can’t breathe and are being hurt as they are being restrained. Specific injuries - “Cuts on the students’ hands, scratches on necks and noses. Collarbones that hurt to touch. Knots on their heads and split lips. Sore ankles and wrists.” - were documented, and at least twenty-four times an ambulance had to be called due to the severity of the injury.
- [If  Johns Hopkins Children's Center recommends it](https://endseclusion.org/2019/11/07/if-johns-hopkins-childrens-center-recommends-it/) - Maybe your child's teacher should read it too Today’s guest author is Shelley. Shelley is a stay at home mom, whose son is her full time job. I have a son with special needs who is in the 3rd grade. Approximately 14 months ago I took my son to the emergency room at Johns Hopkins Children's Center due to
- [How Collaborative & Proactive Solutions has helped our family](https://endseclusion.org/2020/07/18/how-collaborative-proactive-solutions-has-helped-our-family/) - I’ve considered our parenting style “middle of the road” since our two children were born. We read “What to Expect when you’re Expecting,” sleep books, toddler books, and so on. We never spanked. We sent kids to their rooms for timeouts, created behavior charts, and counted to three. We used “grandma’s rule” - you can have screen time after you pick up your toys, for example. We were consistent in our parenting - following through on consequences and rewards. We played with our children - giving each child quality time and attention. We weren’t perfect, but we were doing our best.
- [My Journey to Plan B](https://endseclusion.org/2019/10/11/my-journey-to-plan-b/) - Today's guest author is Jo-Anne Granstrom. Jo-Anne is a mother from Edmonton Canada and a strong supporter of the Collaborative Proactive Solutions model for behaviorally challenging children. I’m thankful for fabulous articles, like this one, that lets people know about Dr. Ross Greene. I’ll start with the following quote that hit home to me: "Just
- [Safety First: A quick start guide for parents working to keep their kids safe from restraint, seclusion, suspension, and expulsion](https://endseclusion.org/2022/08/02/safety-first-a-quick-start-guide-for-parents-working-to-keep-their-kids-safe-from-restraint-seclusion-suspension-and-expulsion/) - When I held each of my two kids as newborns, I promised to keep each of them as safe as possible. I know that the world isn't fair and that no parent can (or should) shield their children from all of life's difficulties, but I thought that since I had a relatively safe childhood, I could keep both my kids safe from abuse and trauma as elementary school students.
- [It's time to end seclusion in Idaho schools](https://endseclusion.org/2022/12/21/its-time-to-end-seclusion-in-idaho-schools/) - Tracie Boyer is a mother and advocate in Idaho. On December 21st, she attended an Idaho State Board of Education meeting in Boise, Idaho, to share her story and encourage the members of the Board of Education to end the use of seclusion and address the issue of behaviorism in Idaho schools. What follows is the public comment she delivered at the meeting.
- [Our Road to Augmentative Alternative Communication (AAC)](https://endseclusion.org/2022/03/23/our-road-to-augmentative-alternative-communication-aac/) - When I think back to the long road that we've been down when it comes to augmentative and alternative communication and using an AAC device, it's unreal. When a speech-language pathologist (SLP) tells you that it will take a child 2-3 years to begin to grasp this new language, much like learning any language during typical child development, they don't figure in the potential years of advocacy. For us, it was an additional 5 ½ years.
- [What's the problem with this functional behavioral assessment interview form?](https://endseclusion.org/2021/09/23/whats-the-problem-with-this-functional-behavioral-assessment-interview-form/) - A parent recently shared with me a functional behavior assessment student interview form that was sent home for her son to complete. The form, pictured below included five questions for the student to complete: What do you think would help you improve your behavior? What do you think should be the consequence for the misbehavior?
- [Respectful parenting, my journey](https://endseclusion.org/2021/05/10/respectful-parenting-my-journey/) - As a mother to 6 children, I have witnessed my share of the ups and downs in child-rearing. However, shortly after my 4th son was born I knew there was something missing and it wasn't in him - it was in me. I was unsure of how to handle his sensitivities and dysregulated emotions. He had gone through some trauma my others hadn't so felt it could be due to that but I still had no idea how to respond to him. I was raised with a behavioristic approach so this was all I knew. I tried so hard to understand him and connect with him but nothing ever seemed to work. We tried therapy throughout his childhood but it still didn't seem to help much. He was kicked out of kindergarten and the teachers could not handle him.
- [An open letter to Senator Amy Sinclair](https://endseclusion.org/2020/01/31/an-open-letter-to-senator-amy-sinclair/) - What follows is an open letter we sent to Iowa State Senator Amy Sinclair regarding her proposed legislation Senate Study Bill 3080. The bill encourages the segregation of behaviorally challenging children with special needs. The bill would make it easier for teachers to use restraint and seclusion and grants immunity to school staff that injure children. We also sent a copy of this letter to Senator Chuck Grassley and Senator Joni Ernst.
- [Changing my lens on Oppositional Defiant Disorder](https://endseclusion.org/2020/09/24/changing-my-lens-on-oppositional-defiant-disorder/) - I have struggled with letting go of my viewing lens for my youngest son; I seem to have seen him as oppositional (and subsequently then push him to be defiant) since he was about a year old. We recently went to his first real optometry appointment because he advocated his need for glasses (it was only a matter of when) and it was very enlightening. In case you aren’t familiar with the procedure, one portion has a patient looking into a phoropter.
- [Is Your Child "Violent?"                                                                                                                                                                                                                                                                                                                                                                                                                                                          Why the answer to this question may save your child's life.](https://endseclusion.org/2020/07/03/is-your-child-violent/) - Schools are telling us year after year that children are becoming increasingly more violent. In fact, they use this to justify restraint, seclusion, mass suspensions, expulsions, and zero tolerance policies. Many children have the word ascribed to them in their IEP documents as early as Kindergarten. Yes, we are expected to believe armies of violent 5 and 6 year olds roam the halls of our schools. Violence, along with words, like "challenging," "disruptive," "mal-adaptive," "lacks empathy," "defiant," "vandalism," "dangerous," and "aggressive" are routinely used to describe children. Sounds absurd, right? These words are disproportionately used on neuro-divergent and black children, especially boys. Any mother of a black, brown, autisic or ADHD child has heard these words used about our children often. Those of us who are neuro-divergent or in a marginalized race hear the negative messaging about us not just at school, but in media, film, and from every imaginable source we are bombarded with these vicious stereotypes.
- [The Low Arousal Approach to reducing restraint and seclusion](https://endseclusion.org/2021/01/12/the-low-arousal-approach-to-reducing-restraint-and-seclusion/) - I came across the Low Arousal Approach and Professor Andrew McDonnell’s work three years after our son had been repeatedly restrained and secluded in his Central Massachusetts Elementary School. Ten years old at the time, we quickly saw the signs of trauma take hold. Four years later our son has been diagnosed with post-traumatic stress disorder (PTSD), an anxiety disorder. Today he continues to have nightmares and a consistent worry that teachers from his old school will find him and restrain him again. When we learned his story was not unique, it became important to understand how restraint and seclusion fit into our schools, and training was a big piece of this.
- [Elimination of restraint and seclusion in schools is not only possible, but it is also morally and ethically imperative](https://endseclusion.org/2021/01/09/elimination-of-restraint-and-seclusion-in-schools-is-not-only-possible-but-it-is-also-morally-and-ethically-imperative/) - The use of restraint and seclusion in our nation’s schools has been debated for decades; these procedures continue to be used today despite reports of psychological and physical harm, including the deaths of students; and they are disproportionately used with disabled children and Black, brown, and indigenous children. Use of these procedures causes psychological harm to observers and physical and psychological harm to the individuals doing the secluding or restraining, including death. Restraint means restricting the student’s ability to move his or her torso, arms, legs, or head freely, and seclusion is confining a student alone in a room or area that he or she is not permitted to leave. In a letter submitted for consideration at the 2019 hearing on Classrooms in Crisis: Examining the Inappropriate Use of Seclusion and Restraint Practices, The American Civil Liberties Union (ACLU) stated that the harmful use of aversives, restraint, and seclusion in our schools deny students an equal educational opportunity and violate their civil and human rights.
- [Children with challenging behaviors need compassion and calming, not restraint or seclusion](https://endseclusion.org/2020/01/17/children-with-challenging-behaviors-need-compassion-and-calming-not-restraint-or-seclusion/) - Max Benson was only 13 when he died in a Sacramento, California hospital in November of 2018. A day earlier, after school employees allege that he spit on a classmate, school staffers had responded by holding him in a face-down restraint for an hour and 45 minutes, according to court records. He never recovered.
- [An open letter to Maryland State Education Association President Cheryl Bost](https://endseclusion.org/2019/10/20/an-open-letter-to-maryland-state-education-association-president-cheryl-bost/) - Ms. Bost, Ms. Ostenso, and Ms. Tayman I had the opportunity to view the public comment that you provided to the Calvert County Board of Education on Thursday, October 10th and wanted to reach out to you. Like you, I believe it is important that our schools are safe for students, teachers, and staff. Like
- [Introducing Kat Wolfe](https://endseclusion.org/2019/09/01/introducing-kat-wolfe/) - Kat is a Colorado native and she misses the mountains greatly as she currently hails from Ann Arbor, MI. She has natural two sons 15 1/2 months apart. They will both be freshman entering high school this fall. Her oldest is medically challenged which has led to rare genetic duplication which caused global delays, asthma,
- [We need to work together](https://endseclusion.org/2019/10/17/we-need-to-work-together/) - Perhaps you've seen this Facebook post, it has been shared heavily in the past few days. I'm interested in your thoughts? I'd like to begin by sharing a few of my initial reactions to this post. To begin with, the children that are being referenced here are elementary school children, likely with special needs, keep
- [Seclusion and Restraint in Schools: Michigan is Ready for Change](https://endseclusion.org/2023/05/01/seclusion-and-restraint-in-schools-michigan-is-ready-for-change/) - My name is Cassie Atallah, and I’m the founder and director of Michigan Advocates to End Seclusion and Restraint (EndSaR). After my son experienced seclusion and restraint in kindergarten and 1st grade, he started exhibiting trauma symptoms, including hypervigilance, nightmares, school refusal, distorted memories of the events, and saying he wanted to die. He inspired me to advocate to end seclusion and restraint practices in Michigan schools.
- [The Six C's Approach to See Children Differently](https://endseclusion.org/2023/10/09/the-six-cs-approach-to-see-children-differently/) - Individuals with neurodivergent brains have different experiences. Neurodivergent brains learn differently, think differently, and exist in the world differently. These differences can challenge the neurodivergent individual when trying to learn, thrive, and live in an environment not designed for them and their unique needs. This different way of being in the world can create experiences that may lead to a dysregulated nervous system. We now better understand through brain science, the Polyvagal Theory, and the idea of mismatched neurocepton (Deb. Dana, LCSW).
- [Upcoming Congressional Briefing: How Seclusion & Restraint Harms Children and What Congress Can Do to Stop It](https://endseclusion.org/2024/05/07/upcoming-congressional-briefing-how-seclusion-restraint-harms-children-and-what-congress-can-do-to-stop-it/) - The Alliance to Prevent Restraint, Aversive Interventions, and Seclusion (APRAIS) coalition, which the Alliance Against Seclusion and Restraint is a member, has announced a congressional briefing for May 23rd at 10:00 am to discuss the Keeping All Students Safe Act (KASSA). The briefing will include a diverse panel whose lived experiences with seclusion and restraint will shed light on why Congress must take action and pass the Keeping All Students Safe Act.
- [Why I started AASR](https://endseclusion.org/2019/09/01/why-i-started-aasr/) - Hello! My name is Guy Stephens. I started The Alliance Against Seclusion and Restraint (AASR) to raise awareness about the use of aversive practices including restraint and seclusion in classrooms across our nation. The mission of the AASR is to raise awareness about the issue of seclusion and restraint. These practices, as I'm sure you are aware, disproportionately
- [Questioning the Evidence Behind Evidence-Based Approaches](https://endseclusion.org/2020/10/10/questioning-the-evidence-behind-evidence-based-approaches/) - Some of the most ineffective and harmful treatments are considered "evidence-based." The phrase in isolation is meaningless without understanding the quality of the evidence AND whether the evidence supports the purpose for which the treatment is being used. Additionally, practices that were at one time considered evidence-based can be found through additional research and time
- [A Literature Review Examining the Ineffectiveness of Punitive Discipline and Corporal Punishment](https://endseclusion.org/2024/05/30/a-literature-review-examining-the-ineffectiveness-of-punitive-discipline-and-corporal-punishment/) - Punitive discipline and corporal punishment have long been widespread practices in schools to address stress behavior of students. Over the last two decades, a growing body of evidence has shown that such approaches are not effective in correcting stress behavior and are detrimental to students' well-being. In fact, evidence-based data suggests that punitive discipline and corporal punishment have a short- and long-term negative impact on students' mental, physical, and emotional well-being. Punitive discipline and corporal punishment have long been widespread practices in schools to address stress behavior of students. Over the last two decades, a growing body of evidence has shown that such approaches are not effective in correcting stress behavior and are detrimental to students' well-being. In fact, evidence-based data suggests that punitive discipline and corporal punishment have a short- and long-term negative impact on students' mental, physical, and emotional well-being.
- [Comment to the FDA: Proposal To Ban Electrical Stimulation Devices for Self-Injurious or Aggressive Behavior](https://endseclusion.org/2024/05/20/comment-to-the-fda-proposal-to-ban-electrical-stimulation-devices-for-self-injurious-or-aggressive-behavior/) - The Alliance Against Seclusion & Restraint strongly supports the proposed ban on electrical stimulation devices (ESDs), including the Graduated Electronic Decelerator (GED) used at The Judge Rotenberg Educational Center (JRC) in Caton, Massachusetts. The JRC is the only facility in the United States that uses these harmful devices to deliver painful electrical shocks to the skin as an aversive method to control self-injurious behavior and aggressive behavior.
- [Neurodiversity, Behavior, and the Problem with PBIS](https://endseclusion.org/2024/05/18/neurodiversity-behavior-and-the-problem-with-pbis/) - While no two nervous systems are identical, some characteristics are more common than others. People with these more common traits are called neurotypical. People with less common configurations are called neurodivergent. Autism, ADHD, epilepsy, Down syndrome, Tourette syndrome, depression, dyslexia, and dyspraxia are some common types of neurodivergence, though there are many more.
- [Stop the Shock Now! Take Action by May 28!](https://endseclusion.org/2024/05/13/stop-the-shock-now-take-action-by-may-28/) - There is a school in the United States where students are literally shocked into submission. These students are children and young adults with disabilities or mental illnesses, most of whom are Black or brown. At this school, called the Judge Rotenberg Center (JRC), staff are permitted to give the students painful skin shocks to change their behavior. And this is legal. But working together, we can change that and stop the shock once and for all.
- [My Time in a "School" for "Troubled Kids"](https://endseclusion.org/2024/05/11/my-time-in-a-school-for-troubled-kids/) - am an autistic adult. Around 2002, I was sent to a charter "school" in San Diego, California. This "school" was a place for so-called "troubled" kids with intellectual and developmental disabilities. At the facility, restraint, and seclusion were regularly practiced on kids who were having meltdowns or other compromising moments triggered by various things, be it schoolwork, activities, peers, or staff. I was no exception, and when I struggled with tasks, was bullied by peers, or tried to communicate with staff who knew nothing about autism, I would be held down either on the floor or against the wall, often by staff who were stronger and bigger than me.
- [Volunteers Lead the Way to Change](https://endseclusion.org/2024/04/24/volunteers-lead-the-way-to-change/) - What does volunteering mean to you? Giving your time to something that's important to you can have tangible benefits - both for you and for the organization you serve. Over the last couple of years, AASR has seen an increase in the number of volunteers who get in touch with us and say they are ready to help. We feel that this growth demonstrates the need for AASR to exist for both its community and for those who serve as volunteers.
- [Meet Disability Advocate and AASR Volunteer Christopher Ripke](https://endseclusion.org/2024/04/14/meet-disability-advocate-and-aasr-volunteer-christopher-ripke/) - Christopher Ripke is an advocate for people with Developmental Disabilities in Nevada. Christopher is also against the use of restraints and seclusion. Christopher is a survivor of restraints and seclusion. As a person with a disability and an advocate, Christopher for the “Keeping All Students Safe Act.” Currently, Christopher works with a non-profit “People first of Nevada” to provide training to our local school district to provide alternative practices. What follows is a story from Christopher about his advocacy journey.
- [Making a Change: Getting Involved in Public Office to Improve Special Education and Stop the Abuse in our Schools](https://endseclusion.org/2024/03/26/making-a-change-getting-involved-in-public-office-to-improve-special-education-and-stop-the-abuse-in-our-schools/) - Getting involved in public office is scary, but it can also be a powerful way to drive positive change in the community. It can also be empowering as a parent or caregiver in your own recovery from the trauma your child may have experienced.
- [My AASR Story: Jennifer Abbanat](https://endseclusion.org/2024/03/22/my-aasr-story-jennifer-abbanat/) - As many know, I got involved with The Alliance Against Seclusion and Restraint 4 1/2 years ago, about seven months after Max Benson was killed by restraint while at school. I couldn’t just let his death sit with zero action to ensure this never happens again. Unfortunately, it has continued to happen many more times since he was killed. Max would be 18 if he wasn’t killed in November 2018.
- [My AASR Story: Chantelle Hyde](https://endseclusion.org/2024/03/21/my-aasr-story-chantelle-hyde/) - When I think back to about five years ago now, around the time that I first learned of my daughter's traumatic seclusion incident at school from another parent, I was in a state of shock. After running into one frustrating and upsetting experience after another with the school and district, and even in reviewing provincial education policies, the only thing that I could think to do was to search the issue of seclusion and restraint online. There wasn't much. There was, however, this one shining light called the Alliance Against Seclusion and Restraint. I was ever so thankful that Guy Stephens was willing to set up a support call almost immediately. I've learned now that Guy is always ready to support whoever needs it whenever he can.
- [My AASR Story: Trisha Thompson](https://endseclusion.org/2024/03/20/my-aasr-story-trisha-thompson/) - As a teacher and a parent, I have witnessed firsthand the need for change in our schools. The things I have seen in my workplaces and in schools my child has attended have really strengthened my drive to decolonize. Decolonization requires a commitment to creation just as much as a commitment to resistance and dismantling.
- [My AASR Story: Dr. Arielle Silverman](https://endseclusion.org/2024/03/17/my-aasr-story-dr-arielle-silverman/) - I have been blind since birth and have been involved with blindness advocacy for the past 20 years. In 2014, I obtained my Ph.D. in social psychology because I wanted to use social science research to make life better for blind people. Eventually, though, I realized that people with all types of disabilities have common rights and struggles. So, I decided to learn about the experiences of those with different disabilities from my own.
- [My AASR Story: Sarah Johnston-Waugh](https://endseclusion.org/2024/03/16/my-aasr-story-sarah-johnston-waugh/) - I became involved with AASR in 2023 after my son, who was eight at the time, had been subjected to numerous restraints in his special education class. Someone had mentioned the Alliance to me in a comment on a Facebook post, and I sent a message to Guy Stephens. Within a couple of hours, he responded with, “I would be happy to schedule a call with you.”. I didn’t follow up until a few months later when my school district was unwilling to change my son’s placement. In a desperate attempt to keep my child from continuing to be traumatized, I pulled him out of school and reached out to Guy again. This time, we set up a Zoom meeting to talk about what we were experiencing.
- [My AASR Story: Karen Bures](https://endseclusion.org/2024/03/14/my-aasr-story-karen-bures/) - Meeting Guy Stephens, the founder and Executive Director of Alliance Against Seclusion and Restraint (AASR), provided a lifeline during an incredibly challenging phase in my career. Despite successfully eliminating the use of restraint and seclusion in the behavior program I was teaching, I encountered significant resistance to a systemic shift and faced intense targeted retaliation from my administrator. It was a dark time, and Guy became a beacon of light. Having someone who shared my belief that restraint and seclusion cause immense emotional trauma to children was invaluable. Guy spoke the same language, offering advice and support when I needed it most.
- [My AASR Story: Val Luther](https://endseclusion.org/2024/03/13/my-aasr-story-val-luther/) - I first came across the Alliance Against Seclusion and Restraint through a post shared by Dr. Mona Delahooke online. I had just devoured her book Beyond Behaviors and was eager to continue learning from her on social media. I purchased the book in hopes of finding new ways to support and advocate for my neurodivergent children. Little did I know it would inspire a complete paradigm shift in my teaching practices.
- [The Lost Years of "Treatment"](https://endseclusion.org/2023/11/27/the-lost-years-of-treatment/) - My experience in the troubled teen industry began when I was 12 years old and was unnecessarily sent to rehab. There, I was regularly interrogated and pressured into admitting to drug use and forced to identify as an “addict.” Despite knowing that I didn’t belong there initially, with everyone around me telling me otherwise and no one believing me, I felt trapped in that identity and eventually began to doubt my reality.
- [What My File Didn’t Say](https://endseclusion.org/2024/02/27/what-my-file-didnt-say/) - When my caregivers harmed me, I felt like parts of me were dying. At the same time, something was growing inside of me, preparing to break down walls. I’m glad I have survived my exposure to the system despite the permanent damage it did to me. I am one of the lucky ones. I want to help break down the walls of silence around the continuing maltreatment of Disabled people.
- [Prone Restraint is Neither Safe nor is it Therapeutic](https://endseclusion.org/2021/02/01/prone-restraint-is-neither-safe-nor-is-it-therapeutic/) - If we want to reduce and eliminate the use of restraint and seclusion we must stand up to misinformation. Recently an opinion letter was published in the Chicago Tribune related to legislative efforts to prohibit the use of prone restraint in schools in Illinois, a topic we have discussed in the past. The letter was
- [Disabilities and Disparities: Why disabled students are disproportionately impacted by restraint and seclusion](https://endseclusion.org/2024/01/25/disabilities-and-disparities-why-disabled-students-are-disproportionately-impacted-by-restraint-and-seclusion/) - Like many other harmful practices, restraint and seclusion in schools are not experienced equally by all students. Students with disabilities, Black and brown students, boys, and young children are disproportionately impacted by restraint and seclusion in schools. In this article, I will focus on the impacts on students with disabilities.
- [It's About Helping Children and Youth, Not Controlling Them](https://endseclusion.org/2024/01/21/its-about-helping-childern-and-youth-not-controlling-them/) - I have this thought floating in, what I lovingly refer to as the abyss of my mind, that I cannot seem to escape. Jobs like social work, teaching, nursing, and other jobs that carry the label of a helping profession attract different kinds of people. On one side of the helping profession are those who want to help others find ways to make their lives better, and on the other side are those who want to control others. While I would love to take credit for this idea, I cannot. I came across this idea as I mindlessly scrolled through TikTok one day.
- [Finding My Place in the World](https://endseclusion.org/2024/01/17/finding-my-place-in-the-world/) - In the intricate fabric of who I am, there's no room for the notion of laziness. Anyone who's crossed paths with me would never toss around that label or anything hinting at idleness. Opinions about me are a mixed bag—from silky-straight locks to sheep-like tendrils, from being a chatterbox to moments of quiet reflection. Kindness and generosity overflow, though Mondays might be an exception. As a daughter, sister, friend, and sometimes rival, the tag of laziness has never stuck. Being driven isn't just something to admire; it's a core part of me that's led me on a journey to find my place in this world.
- [Dear Jordan School District - Be Proactive](https://endseclusion.org/2024/01/16/dear-jordan-school-district-be-proactive/) - We received no response from the Jodan School District to our initial letter, which was sent on November 27th, 2023. The Board President did, however, respond to a letter sent by a parent, which we were copied on. In the letter, the Board President told the parent that the Jordan School District follows state law and direction from the Utah State Board of Education on seclusionary time out. We responded with a second letter, which is below, on December 22nd, 2023, but we have not received a response to date.
- [A Letter to the Jordan School District in Utah](https://endseclusion.org/2023/12/22/a-letter-to-the-jordan-school-in-utah/) - According to Jordan School District policy, restraint and seclusion are emergency safety interventions that should only be used when a student’s behavior poses an imminent danger of serious physical harm to self or others. The phrase “imminent danger of serious physical harm” is critical as it is the criteria under which your policy states that restraint and seclusion might be considered. Imminent, serious, physical harm has the same meaning as serious bodily injury as used in the Individuals with Disabilities Education Act (IDEA) and federal law. It means bodily injury which involves:
- [Impact of Seclusion and Restraint on Post High School Outcomes](https://endseclusion.org/2024/01/12/impact-of-seclusion-and-restraint-on-post-high-school-outcomes/) - As an attorney practicing in the areas of education and discrimination, seclusion and restraint in schools are a particularly concerning problem. Data suggests that these tactics are often used in a discriminatory manner and negatively impact students’ legal right to access the educational environment. For these reasons, I have been searching for information on the direct impact of restraint and seclusion in K-12 education on postsecondary outcomes for students.
- [Who Do You Need To Hear It From Before You Believe It?](https://endseclusion.org/2024/01/08/who-do-you-need-to-hear-it-from-before-you-believe-it/) - As parents, no matter what the situation, we are supposed to be advocates for our children. That's a given. One phrase I hear often from professionals – I refer to any school staff, social workers, physicians, etc. as "professionals" - is "You know your child best." But is that just a saying, or does that indeed mean I am the expert when it comes to my child?
- [Support SB 483 Banning Dangerous Restraint Technique on Students](https://endseclusion.org/2024/01/03/support-sb-483-banning-dangerous-restraint-technique-on-students/) - It is time to ban prone restraint in schools in California. SB 483 would prohibit the use of “prone restraint,” which physically or mechanically restrains students in a face-down position. We need your help to keep this legislation moving. The first stop is the Senate Education Committee. Please consider sending a letter to members of the Senate Education Committee. Below is a sample letter. Letters need to be submitted by noon PT on Friday, January 5th.
- [A Time for Understanding and Support: Emotional Regulation and the Holidays](https://endseclusion.org/2024/01/01/a-time-for-understanding-and-support-emotional-regulation-and-the-holidays/) - I don't remember when it began to annoy me. Perhaps it was seeing one too many videos of a child opening a present only to be disappointed by its contents while the adults in the room laughed. Or maybe it was going to the comment section of those videos and seeing a slew of comments calling the child everything from bad to spoiled to ungrateful. Maybe it's the comments that say the child needs to learn how to take a joke or control their emotions. I see it in videos of children not getting the gaming system they wanted, and I see it in videos when, especially preteen girls this year, are getting the highly coveted Stanley Tumbler.
- [Is Taylor Swift Trauma Informed?](https://endseclusion.org/2023/12/19/is-taylor-swift-trauma-informed/) - Recently, Taylor Swift shared in an interview, "I respond to extreme pain with defiance." This quote resonated with me in a way that felt profoundly personal—like it was meant for me. I've found that my response to generational family trauma, heartbreak, friendship betrayals, and, most recently, workplace abuse has mirrored Swift's sentiment: complete and utter defiance. It's a response I've witnessed in the kids I serve as well—children who, like me, confront unjustness, system failures, and trauma with defiance. When a student comes to me angry, I instinctively understand, "Something happened to you." I can connect with that. I get it. Things have happened to me too.
- [Kids of the World Should Be in Charge of Their Learning](https://endseclusion.org/2023/12/07/kids-of-the-world-should-be-in-charge-of-their-learning/) - Have you ever wondered who changes schools? Who makes it different? Well, I have realized who does, and they shouldn't be. We should be; the kids of the world should be in charge of their learning! I believe kids should have the right to their own learning because kids like different topics in school, kids learn differently, and most of all cuz, adults are controlling our learning like puppets.
- [Seclusion Prevented My Son from Reaching His Potential](https://endseclusion.org/2023/12/12/seclusion-prevented-my-son-from-reaching-his-potential/) - Every child deserves to be treated with dignity and deserves to be safe regardless of their race, socio-economic status, or cognitive/physical abilities. All children need love and kindness to thrive in the world. Abraham Maslow created the following hierarchy of needs in his 1943 paper "A Theory of Human Motivation." In order to move up
- [A Trauma-informed Lens on Behavior](https://endseclusion.org/2023/12/05/a-trauma-informed-lens-on-behavior/) - Students who have experienced trauma may not always display behaviors that immediately evoke empathy. Managing and expressing emotions can be challenging for these children due to the impact of trauma on their brains. The trauma alters their brain's instinctual response to "fight, flight, or freeze," making emotional regulation difficult.
- [In Alice’s Own Words](https://endseclusion.org/2023/11/24/in-alices-own-words/) - "I'm a female human child," Alice proclaims as I strap her into her car seat after her first day of school. Seven and a half years into my parenting journey, I still don't always fully comprehend the impact of Alice's words when I hear them. She is minimally or unreliably speaking and often uses an AAC to assist her communication. Without the aid of the device, I easily miss the context of her message.
- [What About the "Other" Children?](https://endseclusion.org/2023/11/20/what-about-the-other-children/) - What about the other children? The very problem with this question is that it is coming from a place that only holds space for neurotypical children who don't appear to need more support. I say appear because there are so many children who are simply better at masking but would absolutely benefit from the same support and accommodations "that" student needs. They just haven't communicated in the same way that has gotten anyone's attention. This is important to note because when we are talking about inclusion, we are talking about recreating our environments and destigmatizing disability and mental health. That benefits everyone, not just some.
- [Students with Disabilities Have as Much Right to be in Public Schools as Non-disabled Students](https://endseclusion.org/2023/11/22/students-with-disabilities-have-as-much-right-to-be-in-public-schools-as-non-disabled-students/) - The 14th Amendment of the U.S. Constitution guarantees every individual is allowed equal protection and due process of Federal and state rights. Yep, even children. Public school is either local or state-controlled. Public school is a public service program. It is the same as public sidewalks, meaning all citizens are allowed equal access to and benefit from that service. Similarly, there must be "curb ramps" for everyone to access the sidewalks. These rights are established through the American Disabilities Act and the Rehabilitation Act of 1973.
- [Wrong Way Wisconsin: We Should Not Use Deadly Force for Classroom Disruptions](https://endseclusion.org/2023/10/26/wrong-way-wisconsin-we-should-not-use-deadly-force-for-classroom-disruptions/) - On October 23rd, a bill (SB 542) was introduced in the Wisconsin Senate that is quite concerning. The bill was introduced by Senators Rachael Cabral-Guevara, Duey Stroebel, and Cory Tomczyk and cosponsored by Representatives Gustafson, Murphy, O'Connor, Schmidt, Brandtjen, and Moses. The bill has been referred to the Committee on Education. The purpose of the bill would be to reduce the standard for when physical restraint can be used in Wisconsin schools.
- [Can Religious Beliefs Protect Your Child from Restraint and Seclusion?](https://endseclusion.org/2023/11/18/can-religious-beliefs-protect-your-child-from-restraint-and-seclusion/) - We have also introduced what we’re calling the “Student Rights Card,” a pocket-sized document that declares one’s deeply held belief in bodily inviolability and asserts one’s religious exemption from physical punishment. Students can carry this card in school and show it to any faculty member who threatens to violate their rights through corporal punishment, seclusion, restraint, or denial of bathroom access. If the card is ignored and they are punished in these ways, it will open the door to civil and possibly criminal liabilities.
- [How Do We Teach People Better Ways of Preventing Behavioral Escalations in Classrooms?](https://endseclusion.org/2023/11/16/how-do-we-teach-people-better-ways-of-preventing-behavioral-escalations-in-classrooms/) - You may have seen the comments on a recent Alliance Against Seclusion and Restraint social media post about seclusion rooms. We saw many responses to that post. Some of the responses to the post were troubling, some from people who genuinely don't know how to keep all children safe, and others looking for meaningful dialogue and education.
- [Creating a Culture of Belonging with Affect Imagery](https://endseclusion.org/2023/11/11/creating-a-culture-of-belonging-with-affect-imagery/) - We are all prewired with a need for connection and belonging. From the moment we enter any given space, our nervous systems scan the environment for the presence of threats and the existence of connection. The absence of connection often creates feelings of fear, isolation, and pain, all of which are conditions that make learning impossible. As the gatekeepers to our students’ psychological safety, teachers are in a unique position to construct environments where our children not only survive but thrive. All it takes is a bit of time and curiosity.
- [Point and Level Systems:  Misguided, Ineffective, Discriminatory, and Potentially Illegal ](https://endseclusion.org/2023/10/16/point-and-level-systems-misguided-ineffective-discriminatory-and-potentially-illegal/) - Point and level systems are another (misguided) tool in the behaviorist toolkit. The point and level system approach seems to have evolved from the idea of token economies based on B.F. Skinner's operant conditioning principles. A point and level system is a behavioral management approach often used by educators in programs for students who exhibit behaviors of concern. Point and level systems are designed to be a framework for managing student behavior. The idea is that students need to earn privileges by meeting predefined behavioral expectations. Of course, students also lose privileges when they are unable to meet the expectations placed upon them for any reason. Students are expected to learn appropriate behavior through rewards, privileges, and consequences linked to those expectations. Of course, as our readers know, adult-driven consequences don't work, and there is a dark side to rewards.
- [Therapeutic Parenting: Get Comfortable with Being Uncomfortable!](https://endseclusion.org/2023/04/04/therapeutic-parenting-get-comfortable-with-being-uncomfortable/) - Of course not. Caregivers are themselves humans that bring their own experiences into the relationship and family space. We don't need to be "perfect" all of the time. In fact, perfection should never be the point or the goal. As Dr. Tina Payne Bryson mentions, "Our kids need us to be imperfectly perfect." When we show up without our best foot forward, that's okay. Self-compassion is a big part of this attunement and connection that can be a powerful intervention.
- [Regulation before Education](https://endseclusion.org/2020/08/17/regulation-before-education/) - As many kids begin to head back to school in-person or start distance learning for the 2020-21 school year, there is a lot of attention and focus on what kids will need, and what will be important for them to be successful. Many teachers/educators are wondering how to create an environment that will best support the students academically; while some will go a step further and wonder how to support their students' social and emotional health, whether it is in person or online.
- [Reflections on my childhood: Locked in the principal's office](https://endseclusion.org/2020/06/28/reflections-on-my-childhood-locked-in-the-principals-office/) - Today’s guest author is Jennifer Abbanat. Jennifer is a wife and mom to 3 kids ages 18, 16, and 13. Jennifer is an advocate and voice for her neurodiverse children. She and her family live in Northern California.
- [An Avoidable Crisis: The Keeping All Students Safe Act (Part 3)](https://endseclusion.org/2022/04/14/an-avoidable-crisis-the-keeping-all-students-safe-act-part-3/) - One shift in our mindset can mean the difference in appropriately meeting a child's needs or potential harm to a child if we ask the question "why" and "why now" (Dr. Stuart Shanker). This curiosity means the difference between a child receiving empathy and support versus punishment and consequences. Again are these lucky or unlucky
- [An Avoidable Crisis: The Unlucky Ones (Part 2)](https://endseclusion.org/2022/04/09/an-avoidable-crisis-the-unlucky-ones-part-2/) - Dr. Ross Greene refers to kids with "lucky behaviors" and those with" unlucky behaviors." Kids with lucky behaviors are often more capable of "using words" to describe their feelings. These kids often pout, cry, whine, withdraw, and these lucky behaviors usually get them empathy from the caregiver. This is why they are thought of as "lucky behaviors." These behaviors do not get a child put in time out, spanked, hit, yelled at, recess taken away, punished, isolated, and worse, restrained by an adult. They have lucky ways of communicating that move the adult to empathize and bring a sense of connection and compassion to the child. This child gets soft eyes and hugs when they behave this way. The adult wants to comfort them to ease their distress.
- [An Avoidable Crisis: The Focus on Compliance (Part 1)](https://endseclusion.org/2022/04/03/an-avoidable-crisis-the-focus-on-compliance-part-1/) - We hear from so many parents, caregivers, and teachers how "out of control" so many kids they work with are. They describe them as rude, disrespectful, disruptive, always touching things, and one of my favorites, can't sit still. But what makes "these kids" so terrible?
- [Please Stop Publicizing Classroom Disruptions](https://endseclusion.org/2023/10/05/please-stop-publicizing-classroom-disruptions/) - I have been concerned about a trend on social media for a while. I haven't written about it because while I knew where I stood philosophically, I have been trying to understand how people who are probably well-intended people could be participating in this behavior. I know you have seen videos and pictures of large escalations on the internet. Disassembled classrooms, knocked over desks, ripped artwork.
- [Restraint, Seclusion, and Corporal Punishment: A No Consent Letter](https://endseclusion.org/2023/10/04/restraint-seclusion-and-corporal-punishment-a-no-consent-letter/) - The use of restraint, seclusion, and corporal punishment has become more common practices when responding to disability-related behaviors within school settings. A “No Consent” letter is a written document that states you, as a parent or guardian, do not consent to the school’s use of restraint, seclusion, and corporal punishment in response to your child’s behavior.
- [Behaviors Charts: Helpful Strategy or Harmful Practice?](https://endseclusion.org/2023/09/25/behaviors-charts-helpful-strategy-or-harmful-practice/) - We have many thoughts and ideas about behavior charts, most of which would not surprise our long-time readers. While perhaps well-intentioned, behavior charts can cause anxiety, shame, a loss of intrinsic motivation and can increase stress behaviors. I remember the frustration behavior charts caused my son and our family. He would come home from school
- [Unpacking "Do your best": More Than Just Three Words](https://endseclusion.org/2023/09/16/unpacking-do-your-best-more-than-just-three-words/) - From a learning and brain science standpoint, "do your best" is a complex directive. The all too common classroom expectation of "do my best" is a staple in many classrooms. Yet, from perspectives grounded in learning science and brain mechanics, "do my best" is far from straightforward or clear, especially for neurodivergent learners.
- [Teaching Through Trauma With the Applied Educational Neuroscience Framework](https://endseclusion.org/2021/12/05/teaching-through-trauma-with-the-applied-educational-neuroscience-framework/) - Today’s guest author is Connie Persike, M.S., CCC/SLP. Connie is a highly experienced Speech Language Pathologist and Educational Consultant. As founder of CP Consulting, she brings 20+ years of experience in educational settings to provide insight, guidance, coaching, and support to school districts, agencies, and families across Wisconsin — and throughout the country — who need
- [Beyond Behaviorism: A New Lens for Assessing Behavior](https://endseclusion.org/2021/11/20/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.
- [The Dark Side of Rewards, Part 2: Why Incentives Do More Harm Than Good in the Classroom](https://endseclusion.org/2023/05/23/the-dark-side-of-rewards-part-2-why-incentives-do-more-harm-than-good-in-the-classroom/) - In far too many schools today, the use of incentive programs to motivate students has become common practice. However, many research studies have shed light on the potential negative consequences of such programs, raising concerns about their impact on students' long-term success. By examining the overlap between physical and social pain as well as the psychological implications of incentives, we can better understand why it is crucial to reevaluate the role of rewards in our schools.
- [The Dark Side of Rewards, Part 1: Why Incentives Do More Harm Than Good in the Classroom](https://endseclusion.org/2023/05/06/the-dark-side-of-rewards-why-incentives-do-more-harm-than-good-in-the-classroom/) - The use of rewards in the classroom has been a topic of debate for decades. While some argue they can be effective in promoting positive behavior and academic achievement, others believe they can be detrimental to a student's intrinsic motivation and overall well-being.
- [Elizabeth's Story: You can't be trauma-informed and cause trauma](https://endseclusion.org/2023/09/11/elizabeths-story-you-cant-be-trauma-informed-and-cause-trauma/) - Having a child with a disability or special needs comes with its own set of challenges and rewards. But for some of us parents, there is another looming fear, which is the fear that your child will be seriously injured or killed at school through the use of restraint or seclusion. In Pennsylvania, the PA Department of Education regulates specialized private schools under the same regulations as regular private schools. The result is that restraint and seclusion in specialized private schools go mostly unregulated. Unfortunately, I found this out the hard way.
- [A Letter to the Burlington School District Board](https://endseclusion.org/2023/09/09/a-letter-to-the-burlington-school-district-board/) - My name is Brian Dalla Mura, and I am writing to express my deep concern and strong desire for the Burlington School District Board to establish a subcommittee dedicated to reviewing and revising its discipline and restraint and seclusion policies.
- [A teacher on a mission to reduce and eliminate restraint and seclusion](https://endseclusion.org/2022/07/19/a-teacher-on-a-mission-to-reduce-and-eliminate-restraint-and-seclusion/) - I'm a special educator with over ten years of experience working in self-contained alternative classrooms in Arizona and Vermont. When I began my career, I was a teacher who restrained and secluded young children. I was a teacher who couldn't have done anything differently because I lacked skills. I was new and inexperienced. I didn't understand the impacts that trauma and adverse experiences have on young children's perception of the world. Unknowingly, I contributed to the trauma by using restraint and seclusion. Restraint and seclusion never felt right, so I quit using them.
- [An Open Letter to Harwood Unified Union School District from an Educator](https://endseclusion.org/2023/04/16/an-open-letter-to-harwood-unified-union-school-district-from-an-educator/) - The only reason I have heard from the administration and board for keeping seclusion is “advice from legal counsel” and “liability.” These reasons only protect the adults. What about the students? Are hypothetical scenarios about the district being held liable really worth secluding children? I would say protecting students with disability’s civil rights is worth the risk of being held liable for some unknown hypothetical scenario.
- [Persistence in Advocacy: Shattering the Culture of Silence](https://endseclusion.org/2023/06/10/persistence-in-advocacy-shattering-the-culture-of-silence/) - From the moment I joined Brookside Primary School in the Harwood Unified Union School District (HUUSD), I was deeply troubled by the distressing daily ritual of restraining and forcibly dragging students to the seclusion room. As an educator, I found the courage to express my concerns to the administrators, hoping for a resolution. Regrettably, those concerns were met with dismissal, and the restraints continued month after month. Faced with an entrenched culture of silence, I initially felt disheartened and nearly abandoned my advocacy efforts.
- [The Real World Myth](https://endseclusion.org/2023/09/05/the-real-world-myth/) - Recently, one of my co-workers, a shift supervisor, asked our office manager if she could order a weighted stuffed animal and a swinging chair for her office for the children we serve. Many of the children we serve are from foster care and juvenile probation. Many have experienced trauma and suffer from anxiety, and some are neurodivergent. Items like a weighted animal to hold or a chair to swing in provide sensory input that might help them to regulate.
- [There is No Shame in Growth](https://endseclusion.org/2023/08/30/there-is-no-shame-in-growth/) - My very first job post-college was working in a residential center. The entire agency served kids across the spectrum. There was a locked subacute facility, a locked longer-term placement, a transition placement, and my cottage or “unit.” We had girls ranging in age, and our building was not locked. I applied for the position, not understanding what I was getting myself into. I have often said I learned everything I know about behavior in that building. But now I know I had so much more to learn.
- [Reducing and Eliminating Restraint in Residential Settings](https://endseclusion.org/2023/08/29/reducing-and-eliminating-restraint-in-residential-settings/) - If you are anything like me, you may have wanted to work with children and youth for a long time. I grew up knowing I would be working with children and youth in some capacity. I always thought it would be teaching, but here I am, a case manager who wants to advocate for the youth in her care. As part of my job where I work now and at the residential facility I used to work at, I am required to have the ability to restrain youth.
- [A Last Resort?](https://endseclusion.org/2023/08/09/a-last-resort/) - Today, I want to share a more typical example of what we see leading to the use of restraint and seclusion - noncompliance. First, a trigger warning: what you are about to read will be difficult and upsetting. We will review an actual report, which we redacted to protect the victim's identity. The report we are sharing is the official restraint documentation provided to the family following the event. This report involves a 5-year-old female kindergarten student with a disability being restrained and secluded for 55 minutes in the third week of the school year for noncompliance and having a meltdown.
- [I am a Disruptor](https://endseclusion.org/2023/08/06/i-am-a-disruptor/) - Some of you who have read my previous posts or listened to my live presentation may not be surprised, but I am no longer working in K12 education for the district in my county; this is not by choice. During my live event, Guy Stephens, founder, and director of Alliance Against Seclusion and Restraint, referred to me as a disruptor.
- [I'm a teacher, and I don’t believe restraints keep children safe](https://endseclusion.org/2022/08/14/im-a-teacher-and-i-dont-believe-restraints-keep-children-safe/) - I started my career working in a residential facility. Restraints and seclusions were common, almost daily experiences. So I have a long history with them. I am embarrassed to say that while I was in my 20’s trying to supervise extremely volatile and impacted children, I saw them as “sometimes necessary for safety.” I don’t think that anymore. As an educator, I have worked relentlessly to decrease the use of these traumatic interventions.
- [An Educators Perspective: Stop restraining and secluding disabled children in the name of safety](https://endseclusion.org/2023/01/01/an-educators-perspective-stop-restraining-and-secluding-disabled-children-in-the-name-of-safety/) - Last summer, I wrote an article about my evolution with the impact of seclusion and restraint on children with disabilities. I am a special education teacher specializing in intensive behavior. It may or may not be surprising to some, depending on your development, that I believe that we should not be restraining or secluding children to the extent that we are in the name of safety. As I continue to grow and advocate, I remain taken aback at how controversial that statement can be. I know because I faced repercussions after I made it. If you want to know more about my progress and pedagogy, you are welcome to find the previous article; that’s not what this post is about.
- [The Lifeline That is the Self-Reg Summer Symposium](https://endseclusion.org/2023/07/29/the-lifeline-that-is-the-self-reg-summer-symposium/) - In a world characterized by constant stimulation and stress, the importance of self-regulation has become increasingly apparent. Understanding the science behind self-regulation and its practical application is key to nurturing well-being and achieving optimal performance. More importantly, it is the key to nurturing our children.
- [How proper support and a service dog named Koko helped Mason](https://endseclusion.org/2022/06/23/how-proper-support-and-a-service-dog-named-koko-helped-mason/) - Back in the day, I would usually start my IEP (Individualized Education Program) meetings with a statement like, "Restraint should be the last resort, or things will go downhill quickly." Every year it seemed to get worse after the first restraint would happen. It was just the beginning of a long road ahead for my son, who is autistic, and has ADHD, anxiety, and PTSD. When he was in public school, he was restrained and secluded. He stopped doing all academics after being secluded and would elope almost daily. I was constantly on call to come up to school! Mason would tell me who would hold each leg and each arm. I guess I consider myself lucky he could tell me what happened. He has an elephant brain and maintains everything, which is a good and a bad thing.
- [Finding Unicorns at the 2023 Self-Regulation Summer Symposium ](https://endseclusion.org/2023/07/17/finding-unicorns-at-the-2023-self-regulation-summer-symposium/) - A variety of sources define a unicorn as being highly desirable and difficult to find or obtain. Unicorns have tremendous value and are extraordinarily rare. The elusive and astounding concept defies our very senses. We create a story about a mythical creature because actual science is too good to be true. And yet, there exists the Self-Regulation Summer Symposium. I was able to attend the majority of the symposium and want to share my heartfelt gratitude for this opportunity.
- [Supporting Youth in Residential Care: Healing Through Relational Safety  ](https://endseclusion.org/2023/05/27/supporting-youth-in-residential-care-healing-through-relational-safety/) - Residential care for youth in the child welfare system is one of the longest-existing systems of care in the United States. Residential programs in the US offer systems of caring professionals that support youth that have been removed from their homes for a variety of reasons, most through no fault of their own. Youth in residential care have often suffered from abuse, neglect, attachment ruptures, and other complex trauma that lead to a cumulation of adverse childhood experiences (ACEs).
- [Harwood Union Unified School District Bans Prone Restraint and Seclusion](https://endseclusion.org/2023/05/26/harwood-union-unified-school-district-bans-prone-restraint-and-seclusion/) - About a year ago, an educator, Brian Dalla Mura, began sounding the alarm about the use of prone restraint and seclusion in the Harwood Union Unified School District (HUUSD). Over the last year, Brian has repeatedly spoken at HUUSD Board of Education meetings and talked to the press about the need for change. In July of 2022, HUUSD welcomed a new superintendent Dr. Mike Leichliter who had previously worked as a Superintendent in Pennsylvania. Last Fall, Dr. Leichliter put a moratorium on the use of prone restraint and seclusion into place while the district and the Board of Education reviewed the policy and practice within the district.
- [First, do no harm: “Unschooling” a Neurodivergent Child (Part 1)](https://endseclusion.org/2023/04/11/first-do-no-harm-unschooling-a-neurodivergent-child-part-1/) - A Breach of Trust Today’s guest author is Ann Gaydos. Ann worked in the software industry in a former life, but she decided to homeschool her four children after her daughter Paige was abused by a teacher within the Cupertino Union School District in California, and she could get no help from the administration or
- [First, do no harm: “Unschooling” a Neurodivergent Child (Part 4)](https://endseclusion.org/2023/05/02/first-do-no-harm-unschooling-a-neurodivergent-child-part-4/) - Homeschooling always raises questions about socialization. Many of my children’s friends were other homeschooled students they met through group activities and summer camps. One of my children played varsity sport for her local high school while homeschooling, which meant she made many friends on her team. My children weren’t lonely.
- [First, do no harm: “Unschooling” a Neurodivergent Child (Part 3)](https://endseclusion.org/2023/04/25/first-do-no-harm-unschooling-a-neurodivergent-child-part-3/) - Unschooling and using standard educational materials are not mutually exclusive if the child chooses to engage with the subject matter. My family has experimented with a wide spectrum of learning tools, and different approaches seemed to work well for different children at different times. Many years ago, when I began homeschooling my children, few virtual options were available.
- [First, do no harm: “Unschooling” a Neurodivergent Child (Part 2)](https://endseclusion.org/2023/04/18/first-do-no-harm-unschooling-a-neurodivergent-child-part-2/) - Unschooling can work very well for people on the spectrum. Autistic people often have intense “special interests” that lead to deep and comprehensive learning. In my daughter’s case, I often found it most productive to provide her with educational materials in subjects that fascinated her and then to get out of her way.
- [National Education Association remains neutral on the Keeping All Students Safe Act](https://endseclusion.org/2023/05/20/national-education-association-remains-neutral-on-the-keeping-all-students-safe-act/) - The National Education Association (NEA) has said they remain neutral on the Keeping All Students Safe Act. It is disappointing to see an organization whose vision is a great public school for every student standing on the sidelines while children suffer. Sadly today, there are many students who are not experiencing a great public school experience. In schools across the nation, some students are being forced into padded isolation rooms. Some students are being physically restrained in classrooms leading to trauma (PTSD), severe injuries, and even death.
- [The Keeping All Students Safe Act (2023): Now it's time to get it passed](https://endseclusion.org/2023/05/18/the-keeping-all-students-safe-act-2023-now-its-time-to-get-it-passed/) - Today the Keeping All Students Act was re-introduced by Ranking Member Robert C. "Bobby" Scott (D-VA-03) and Representative Don Beyer (D-VA-08)—alongside Senators Chris Murphy (D-CT), Bernie Sanders (I-VT), Chair of the U.S. Senate Health, Education, Labor and Pensions Committee, and Patty Murray (D-WA). The legislation aims to protect students from dangerous seclusion and restraint discipline practices in school.
- [HUUSD, Yes, You Can and Should Ban Seclusion](https://endseclusion.org/2023/04/18/huusd-yes-you-can-and-should-ban-seclusion/) - About a year ago, an educator began raising concerns about the use of prone restraint and seclusion in the Harwood Unified Union School District (HUUSD). It was pretty shocking at the time to learn that Vermont still allowed young disabled children to be forced to the ground and held in a prone restraint, a practice that has been prohibited in schools in most states around the country. Even more shocking was the excessive use of restraint and seclusion in Harwood schools.
- [Children in Connecticut Need Your Help!](https://endseclusion.org/2023/04/13/children-in-connecticut-need-your-help/) - If you are a Connecticut resident concerned and outraged by these practices, lawmakers need to hear from you. If you or your child has been affected by these practices, lawmakers need to hear from you. It does not matter if you have any direct connection to these practices; if you are a Connecticut resident who cares, you can help.
- [Bal-A-Vis X…Using Rhythm and Connection for Regulation](https://endseclusion.org/2023/04/13/bal-a-vis-xusing-rhythm-and-connection-for-regulation/) - Balance Auditory Vision Exercises is a series of about 300 exercises created by Bill Hubert, a long-time American educator, that are deeply rooted in rhythm and based on precise physical techniques that anyone can learn and implement with their students and clients immediately.
- [Tell Nebraska Senators to "just say no" to LB811](https://endseclusion.org/2023/03/14/tell-nebraska-senators-to-just-say-no-to-lb811/) - The Arc of Nebraska is asking for help to stop a bad bill LB811. They are asking allies to take action ASAP to call Senators on the Education Committee and tell them not to vote LB 811, the Restraint Bill, out of Committee! This is another bad iteration of a bad bill. Despite amendments, it fails to protect children's rights adequately. The Alliance Against Seclusion and Restraint sent the following to members of the Education Committee.
- [Time to End Seclusion in Connecticut Schools](https://endseclusion.org/2023/03/10/time-to-end-seclusion-in-connecticut-schools/) - Hearst Media has recently covered the issue of restraint and seclusion in Connecticut schools. Now legislation is being introduced in Connecticut that would prohibit the of seclusion of special education students and would update the rules around the use of restraint. Representative Theresa Wood and Representative Tiffany Bluemle introduced Bill 1200. The bill is set to have a hearing on March 15th at noon (ET).
- [Trauma Sharing Between Students and Educators](https://endseclusion.org/2023/02/23/trauma-sharing-between-students-and-educators/) - The nature of trauma causes considerable reactions in those who are directly experiencing it and those who are witness to its impact on children. The experience of those who are impacted by trauma is much different from those who are witnesses; however, there are more similarities than we think. Children are impacted more acutely as their brain development becomes impacted, affecting the stress response that programs the survival areas to be “on” most or all the time.
- [“People in the Physical Sense”: Historical Perspectives on the Restraint of Autistic Children in Public Schools](https://endseclusion.org/2023/02/22/people-in-the-physical-sense-historical-perspectives-on-the-restraint-of-autistic-children-in-public-schools/) - Ensuring safety in our schools has become a focus over the past few years, typically discussed in terms of external threats such as gun violence. However, for many special education students, it’s not active shooters or bomb threats they need to concern themselves with- it’s their teachers and therapists. In 2009, the congressional watchdog agency Government Accountability Office (GAO) examined restraint and seclusion in schools, concluding that “vulnerable children are being abused” and documented cases “where students were pinned to the floor for hours at a time, handcuffed, locked in closets, and subjected to other acts of violence. In some of these cases, this type of abuse resulted in death”. The report indicated that at least twenty deaths had occurred in the past twenty-six years, including deaths of children as young as four and those who had not initially been aggressive or in immediate danger themselves.
- [Support for House Bill 1479 in Washington State](https://endseclusion.org/2023/01/31/support-for-house-bill-1479-in-washington-state/) - Over the last several months, I have worked with many parents, educators, and advocates across Washington State who have committed to reducing and eliminating restraint and isolation. The bill before you is a strong piece of legislation that resulted from the collaboration of a diverse group of stakeholders. This bill is a step forward to creating safer schools for students, teachers, and staff.
- [Without Restraint: How Skiing Saved My Son's Life](https://endseclusion.org/2023/01/17/without-restraint-how-skiing-saved-my-sons-life/) - As a toddler, Ryan had difficulty controlling his emotions and was placed in a therapeutic school that relied on detrimental methods of behavior modification, such as physical restraint. Over the next four years, he was restrained hundreds of times at school, and we were advised to restrain him at home. He was also heavily medicated and was voluntarily committed to a mental hospital for further evaluation. Then, in 2010, my wife and I were counseled to place him in a group home. We refused.
- [Once upon a time, a tale of seclusion and restraint](https://endseclusion.org/2023/01/13/once-upon-a-time-a-tale-of-seclusion-and-restraint/) - School is an overwhelming place when you have sensory needs. You see, all day this little girl had to self regulate as she would easily become overstimulated. Loud sounds, bustling children, echoey gyms. Every day she tried to understand rules and assignments. Doing her best so that she would be considered a good little girl.
- [The Reality of Isolation Rooms in New Jersey’s Public Schools, and Efforts to Ban the Practice](https://endseclusion.org/2023/01/11/the-reality-of-isolation-rooms-in-new-jerseys-public-schools-and-efforts-to-ban-the-practice/) - In the state of New Jersey, the issue of seclusion and restraint, specifically the topic of quiet rooms, are the subject of recent media attention. Isolation rooms, otherwise known as quiet rooms, are padded rooms where children are placed for disruptive behavior. Isolation rooms are known to have traumatic effects on students, and they are legal for students of grades K-12.
- [I wish I had known then what I know now](https://endseclusion.org/2023/01/04/i-wish-i-had-known-then-what-i-know-now/) - Around 2011, I was hired to be a para at a school in Utah for disabled children with what the district termed "severe behaviors." These were the kids, teens, and adults that special education teachers in typical schools refused to work with; many of the students were dumped at this school and effectively abandoned by the district.
- [Idahoans for Safe Schools urges the State Board of Education to ban the use of seclusion, and corporal punishment](https://endseclusion.org/2022/12/23/idahoans-for-safe-schools-urges-the-state-board-of-education-to-ban-the-use-of-seclusion-and-corporal-punishment/) - Charmaine Thaner is a special education advocate, an experienced public speaker, a parent, and a changemaker in Idaho. On December 21st, Charmaine attended an Idaho State Board of Education meeting in Boise, Idaho, to share her story and encourage the members of the Board of Education to end the use of seclusion and corporal punishment in Idaho schools. What follows is the public comment she delivered at the meeting.
- [The Alliance Against Seclusion and Restraint is looking for volunteers in Canada](https://endseclusion.org/2022/12/20/the-alliance-against-seclusion-and-restraint-is-looking-for-volunteers-in-canada/) - We are making some progress in Canada on the issue of Seclusion and Restraint to light in recent national media and public discussion, but we need your help! We currently have only one Canadian, Chantelle Hyde, on our volunteer team. Chantelle has been working hard, meeting with public officials, and informing them about this heartbreaking human rights issue that occurs across Canada. We would love to meet with other Canadians who are passionate about this issue. Interested in joining The Alliance Against Seclusion and Restraint volunteer team? Please contact us.
- [Mini-Review of Intentional Neuroplasticity, Moving our Nervous Systems and Educational System toward Post-Traumatic Growth](https://endseclusion.org/2022/12/13/mini-review-of-intentional-neuroplasticity-moving-our-nervous-systems-and-educational-system-toward-post-traumatic-growth/) - Dr. Lori Desautels’ previous book, Connections Over Compliance, is one of my favorites. The book addresses the roles of connection and neuroscience in the classroom. Recently, I had the opportunity to read her new and soon to be released book Intentional Neuroplasticity. This book is so much of what is needed in this moment in time,
- [Crisis Prevention Institute and the Alliance Against Seclusion and Restraint Announce Collaborative Initiatives](https://endseclusion.org/2022/12/14/crisis-prevention-institute-and-the-alliance-against-seclusion-and-restraint-announce-collaborative-initiatives/) - Crisis Prevention Institute (CPI), the world's leading provider of de-escalation and crisis prevention training, announces a partnership with the Alliance Against Seclusion and Restraint (AASR) and its founder and executive director, Guy Stephens. CPI and AASR are committed to eliminating seclusion and reducing the use of physical restraints in schools nationwide. This partnership aims to build upon CPI’s existing work to create a safe and healthy learning environment for students and educators.
- [<strong>Support our Documentary: Restrained and Secluded in the Schoolhouse</strong>](https://endseclusion.org/2022/11/28/support-our-documentary-restrained-and-secluded-in-the-schoolhouse/) - In this full-length documentary film, we plan to raise awareness about the use of restraint and seclusion in schools nationwide. We want the audience to understand the harm of using these aversive techniques. Children, teachers, and staff are traumatized and injured, and far too many children have died due to restraint and seclusion. There is a better way to support our students, teachers, and staff.
- [Support our mission this Giving Tuesday](https://endseclusion.org/2022/11/26/support-our-mission-this-giving-tuesday/) - This Giving Tuesday, there are several ways you can support the work of the Alliance Against Seclusion and Restraint. 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.
- [<strong>Isolated in Vermont: Trauma lasts a lifetime</strong>](https://endseclusion.org/2022/11/19/isolated-in-vermont-trauma-lasts-a-lifetime/) - I want to preface this by explaining that I only write this anonymously because I don't want colleges or future employers to look my name up and read about my childhood trauma. I attended kindergarten through 4th grade in a Vermont Public School. I am now in High School. Last year a letter was written addressing parents about restraint and seclusion policies in the Harwood Unified Union School District. I was one of those students affected by those policies.
- [New Hanover County, You need to ban seclusion not rooms](https://endseclusion.org/2022/10/26/new-hanover-county-you-need-to-ban-seclusion-not-rooms/) - About 18 months ago, parents and advocates began to raise awareness about the use of seclusion in New Hanover County public schools. Over time more parents and advocates joined the effort to reduce the use of physical restraint and eliminate the use of seclusion in New Hanover County schools. Community members and advocates spoke at the Board of Education meetings and shared concerns. The issue gained the attention of the local media, who wrote several stories about the subject.
- [A mother tells Round Rock ISD it is time to end the systemic culture of abuse](https://endseclusion.org/2022/10/24/a-mother-tells-round-rock-isd-it-is-time-to-end-the-systemic-culture-of-abuse/) - What follows is the written transcript of public comment delivered to the Round Rock, Texas, Independent School District school board by Tatiana Alfano. Tatiana's son Quintin was thrown into a "cool down" room by a school administrator.
- [A Self-Reg journey to reducing punitive approaches: The Self-Reg Foundations Certificate Program](https://endseclusion.org/2022/10/17/a-self-reg-journey-to-reducing-punitive-approaches-the-self-reg-foundations-certificate-program/) - Since I started the Alliance Against Seclusion and Restraint in 2019, I have looked for answers to the question I was so often asked, "what should we do instead of using restraint and seclusion?" I have done extensive research, talked to experts from around the globe, and participated in many hours of training. All of this has informed my firmly held belief that there are many things we can and should do to reduce and eliminate restraint, seclusion, and other punitive discipline practices.
- [It's time to ban seclusion in New Jersey schools](https://endseclusion.org/2022/10/11/its-time-to-ban-seclusion-in-new-jersey-schools/) - Seclusion is the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. In June, an investigation by the NJ Advance Media led to the publication of an article, "Inside the quiet rooms." The article stated that at least 1,150 New Jersey students had been forced into padded seclusion rooms. These children were most often very young children with disabilities, Black and brown students, and students with a trauma history. Why were children forced into these confinement cells? Most often, it was for alleged misbehavior in class.
- [Maryland State Education Association suggest that definitions in a new law are riddled with exceptions, making application difficult](https://endseclusion.org/2022/10/08/maryland-state-education-association-suggest-that-definitions-in-a-new-law-are-riddled-with-exceptions-making-application-difficult/) - The Maryland State Education Association (MSEA) posted an article on their website on October 6th regarding a new law in Maryland (HB1255) which aims to reduce and eliminate restraint and seclusion in Maryland schools. In the article, the unspecified author states, "The definitions in the law are riddled with exceptions, making application difficult." The article
- [<strong>A Self-Reg journey to reducing punitive approaches: What is Self-Reg?</strong>](https://endseclusion.org/2022/10/03/a-self-reg-journey-to-reducing-punitive-approaches-what-is-self-reg/) - In January of 2022, I started the Self-Reg Foundations Certificate Program. At the time, I was familiar with Dr. Stuart Shanker's work and his book "Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life." I previously had the privilege of interviewing Dr. Shanker and Susan Hopkins, the Executive Director of the Mehrit Centre, for the AASR Live podcast. I was excited to embark on my journey to learn more about the Self-Reg process. The Self-Reg Foundations Certificate Program includes four courses. I am currently completing the fourth and final course in the program. As part of the final course, we have a capstone project to demonstrate what we have learned from the program.
- [Invisible Voices: Wednesday’s Children](https://endseclusion.org/2022/09/30/invisible-voices-wednesdays-children/) - The school-to-prison pipeline exist for the rest of the country despite local, state, and national efforts. Why? Inadequate funding and resources for schools, harsh zero-tolerance policies, and police presence in public schools continue to create school environments in which poor and minority students have little chance of succeeding. Fatherless homes, single moms working more than one job, and poverty have increased the number of minority children left alone to fend for themselves, with a lack of strong role models to guide them. In an era of school shootings and other violent behaviors at school, public schools have increased security in the name of protecting students and staff.
- [Building a seclusion room inside or directly alongside a special education classroom is discrimination](https://endseclusion.org/2022/09/09/building-a-seclusion-room-inside-or-directly-alongside-a-special-education-classroom-is-discrimination/) - When you build a seclusion room inside or in close proximity to a segregated special education classroom, that is discrimination. It not only signals an intent to discriminate and use seclusion almost exclusively on children in these programs the data backs it up. The best Federal data that we have on seclusion indicates that 77% of seclusions are done to children with disabilities, despite the fact that children with disabilities only make up 16% of total enrollment. State data is often as high as 95-100% of children secluded are children with disabilities. This is discrimination.
- [Invisible voices: Victims of corporal punishment in the 20th century Catholic School System ](https://endseclusion.org/2022/09/01/invisible-voices-victims-of-corporal-punishment-in-the-20th-century-catholic-school-system/) - Anyone who attended Catholic school during the 1950's, ‘60s, and ’70s will attest to the fact that no one does better punishment, seclusion, restraint, and isolation techniques better than the Catholic orders of nuns who taught in the catholic school systems across the United States and Canada. The nuns imposed corporal punishment for inattention, failure to do homework, and any misbehavior in their classroom was met with a brutality unknown to most of the outside world.
- [<strong>Could the First Amendment to the United States Constitution protect your child from physical restraint, seclusion, and corporal punishment?</strong>](https://endseclusion.org/2022/08/30/could-the-first-amendment-to-the-united-states-constitution-protect-your-child-from-physical-restraint-seclusion-and-corporal-punishment/) - One day while browsing my overflowing email inbox, I noticed an email from The Satanic Temple (TST). Initially, I assumed it was probably another spam email message. However, when I scanned the subject line, I saw 'The Satanic Temple's "Protect Children Project."' Well, this sounded interesting, so I decided to read the email. The email was from Eliphaz Costus, who introduced himself as the campaign director of The Satanic Temple's "Protect Children Project," which he said was working to protect the bodily autonomy of all members of The Satanic Temple in public schools.
- [Back to school can be a challenging time for neurodivergent students](https://endseclusion.org/2022/08/28/back-to-school-can-be-a-challenging-time-for-neurodivergent-students/) - Back to school is generally seen as a time for new clothes, new teachers, and new challenges for students of all ages. To autistic students, students with genetic conditions affecting behavior, and other disabled students, these activities can be fraught with landmines. How will they fit into these learning environments? Will the teachers understand your child's individual needs? How best can your child access the curriculum while self-regulating his emotions and behavior?
- [Problematic Behavioral Intervention Strategies: It's not working for the child (Part 2)](https://endseclusion.org/2022/08/26/problematic-behavioral-intervention-strategies-its-not-working-for-the-child-part-2/) - One of the key issues with Positive Behavioral Interventions and Supports (PBIS) is the approach to identifying the function of behavior. PBIS guidance suggests that "staff should minimize reinforcement of the behavior." Let's break this down. This belief is rooted in the view that the function of the behavior works for the child. This belief is a horrible and demeaning view when we assume children misbehave intentionally and choose to do so.
- [Problematic Behavioral Intervention Strategies: Assumptions about behavior (Part 1)](https://endseclusion.org/2022/08/21/problematic-behavioral-intervention-strategies-assumptions-about-behavior-part-1/) - Positive Behavioral Interventions and Supports (PBIS) is an evidence-based tiered framework intended to improve and integrate all data, systems, and practices affecting student outcomes and an alternative to punitive approaches. However, I have found that when PBIS relies on classic behaviorist models of punishments and rewards (token economy) and is not trauma-informed or based on neuroscience, it can and often does exacerbate behavior issues in neurodivergent children. When school staff are not given alternative models, they can easily become stuck on how to support their students. In many cases, they simply don't know what else to do.
- [Corporal punishment has no place in a civilized society](https://endseclusion.org/2022/08/25/corporal-punishment-has-no-place-in-a-civilized-society/) - The Cassville School District in Missouri has decided to bring back corporal punishment. Corporal punishment is a form of punishment intended to cause physical pain to a person in response to undesirable behavior. In the case of Cassville School District, physical pain will be inflicted on students of all ages with a paddle. According to the Superintendent, Dr. Merlyn Johnson, younger students will be hit one or two times, and older students may be paddled up to three times. According to Johnson, Cassville is a very traditional community in southwest Missouri, and he suggests that parents have long expressed frustration that corporal punishment was not allowed in the district. It sounds like Cassville has a tradition of violence against children.
- [A letter to the Board of Montclair Public Schools regarding restraint and seclusion](https://endseclusion.org/2022/07/01/a-letter-to-the-board-of-montclair-public-schools-regarding-restraint-and-seclusion/) - You may have seen the recent article on NJ.com called "Inside the quiet rooms." The article focused on the use of restraint and seclusion in schools throughout the state. If you read the article, you no doubt saw the references to Montclair Public Schools. A mother and a former Montclair educator were quoted in the story. Also quoted in the story was Montclair Superintendent Jonathan Ponds, who said, "Montclair School District follows applicable laws, Department of Education guidelines, and Montclair Board policies and regulations with respect to restraint and seclusion."
- [These Things Go in a Closet](https://endseclusion.org/2022/07/22/these-things-go-in-a-closet/) - These things go in a closet. Kids don’t belong in a closet in school. These things go in a closet. Putting kids in a closet is cruel. Putting kids in a closet is cruel. Vote to end the seclusion rooms.
- [The Impulsive Princess](https://endseclusion.org/2022/07/17/the-impulsive-princess/) - School is hard. A classmate told my mom I wasn't a real Princess. My mom said, "How do you know she isn't a real Princess?" I Iaughed.This Princess is restrained and secluded at school for not listening or not working on boring worksheets or not sitting in my boring chair. Being secluded makes me sad and mad. Mom calls that being smad.
- [Compliance to compassion Supporting students, teachers, and staff in challenging times](https://endseclusion.org/2022/07/15/compliance-to-compassion-supporting-students-teachers-and-staff-in-challenging-times/) - The past two years have been challenging – teachers, children, and families are struggling. There has been an increase in stress behaviors in the classroom. The approach to “managing” behavior in many schools is failing children, educators, and families. This full-day virtual event will focus on hope and solutions. Join us for the live full-day virtual event!
- [Ending Seclusion: Lessons in advocacy from our friends in New Hanover County, North Carolina](https://endseclusion.org/2022/07/14/ending-seclusion-lessons-in-advocacy-from-our-friends-in-new-hanover-county-north-carolina/) - Advocacy is hard work. It takes time, energy, and tremendous dedication, but advocacy can change the world. I began my journey in advocacy by advocating for my son's needs through the individual education plan (IEP) process at his school. Today the Alliance Against Seclusion and Restraint advocates for many children worldwide. We advocate for changes in policy and practice. We advocate for reducing and eliminating restraint, seclusion, suspension, expulsion, corporal punishment, and ending the school-to-prison pipeline. Your advocacy work can make a difference for your child and others.
- [Reading Recommendations: A new lens on behavior](https://endseclusion.org/2022/07/10/reading-recommendations-a-new-lens-on-behavior/) - Are you looking for a great book to add to your summer reading list? How about a book for a book study for your parent's group or school team? Here are a few of our favorite books at the Alliance Against Seclusion and Restraint. These are all books that provide helpful information and strategies that
- [Could Your Child Be Locked in a Seclusion Room at School?](https://endseclusion.org/2022/07/03/could-your-child-be-locked-in-a-seclusion-room-at-school/) - How did these practices make their way into schools? It was not too long ago that most children with disabilities were not welcome in American schools. In 1970, schools in the United States educated only one in five children with disabilities, and many states had laws excluding most children with disabilities. In 1975, Congress enacted the Education for All Handicapped Children Act (EHA), which opened the schoolhouse doors for previously excluded children (U.S. Department of Education, 2022). As children with disabilities gained access to education, schools had to determine how to support those they had not previously served. Unfortunately, this resulted in restraint and seclusion practices being used in schools across the country.
- [Letting Go of Restraint and Seclusion](https://endseclusion.org/2022/06/30/letting-go-of-restraint-and-seclusion/) - I was invited to join the Waterbury Area Anti-Racism Coalition (WAARC) in April of this year to discuss the impact of trauma associated with the use of restraint and seclusion, and I have since followed the process of policy review by the Harwood Unified Union School District (HUUSD). I am impressed by the depth and breadth of concerns presented by Brian Dalla Mura, special educator, as well as opinions shared by the WAARC, an opinion piece by the Alliance Against Seclusion and Restraint, and by community members. These contributions clearly highlight the detrimental effects of prone restraint and seclusion on all children, with the most significant impact on children with disabilities, as well as children of color.
- [Action Alert: Provide feedback to the Office of Civil Rights on Section 504](https://endseclusion.org/2022/06/27/action-alert-provide-feedback-to-the-office-of-civil-rights-on-section-504/) - There is an opportunity to provide feedback to the United States Department of Education Office of Civil Rights. You will find directions for providing feedback and feedback from the Alliance Against Seclusion and Restraint below. On May 6, 2022, OCR announced that it intends to propose amendments to the Department’s regulations at 34 C.F.R. pt. 104, implementing Section 504 of the Rehabilitation Act of 1973. As part of this process, OCR is seeking written suggestions from the public about how best to improve the current regulations.
- [Moving From Nervous System States of Protection to the Nervous System States of Growth](https://endseclusion.org/2022/06/20/moving-from-nervous-system-states-of-protection-to-the-nervous-system-states-of-growth/) - In 1988, Dr. Nicholas Long founded Life Space Crisis Intervention (LSCI) Institute in order to train professionals in effective, strength-based approaches to working with seriously emotionally disturbed children and youth. The “Conflict Cycle” is a part of this creation and has assisted clinicians, educators, and parents in understanding emotional contagion and the co-regulation practices that when integrated well, become “embodied shared experiences. The awareness of our embodied experiences interrupts cycles of conflict inside stories of trauma infected with learned beliefs, that began with survival patterns held in the stress response systems that have become maladaptive.
- [An unsafe place for Jane](https://endseclusion.org/2022/06/02/an-unsafe-place-for-jane/) - Growing up, I lived in a very unstable, violent home. I spent too many nights hiding in my bedroom as I listened to fighting in the other room. I know domestic violence and abuse. I know what it is like to have the police in my living room in the middle of the night to break up a fight and go to school the next day. I witnessed my mom attempt suicide when I was 5, and hours later got on the bus to go to kindergarten as if nothing had ever happened. We were poor and, at times, lived off food stamps. Food was rationed for the week. Once it was gone, it was gone. I remember bare refrigerators with only a handful of items - bologna, hot dogs, some condiments.
- [If not seclusion and restraint then what do we do?](https://endseclusion.org/2022/05/29/if-not-seclusion-and-restraint-then-what-do-we-do/) - To begin, we don't believe that seclusion is ever an appropriate response. To be clear, we define seclusion as a situation where a child is forced into a room or area, alone, against their will, and prohibited from leaving. We are not referring to a self-directed break to a quiet space or even a sensory room. There is nothing calming or therapeutic about being locked in a room by yourself. It is terrifying. When kids are forced into a seclusion room, they often scream to get out and bang on the doors. They may even urinate or defecate while secluded, a trauma response. If the screams go unanswered, they might eventually slump against the wall and put their heads down. At this point, their brain begins to shut down, and their bodies go into survival mode. They may even enter into a dissociative state. The use of seclusion is likely to lead to an increase in stress-related behaviors. Seclusion should never be used on children.
- [The memories will haunt me](https://endseclusion.org/2022/04/22/the-memories-will-haunt-me/) - I have been on multiple adolescent inpatient psychiatric units and, as a result, have seen the use of seclusion and restraint. I will forever live with the memories of seeing people restrained on the restraint bed and in the seclusion room. Those memories will continue to haunt me for the rest of my life. While I was inpatient, the staff (thankfully) used it correctly when a patient was at risk of serious injury or death to themselves or others.
- [Virtual Training Event: Restraint and Seclusion - Why now is the time to do something different](https://endseclusion.org/2022/04/14/virtual-training-event-restraint-and-seclusion-why-now-is-the-time-to-do-something-different/) - Is your facility still using restraint and seclusion? In this virtual full-day event, learn why now is the time to do something different. About this event Thank you for your interest in this event. Below you will find information about the event, and you are always welcome to reach out with any questions. Register Today! Background
- [Don't punish us for being autistic](https://endseclusion.org/2022/03/26/dont-punish-us-for-being-autistic/) - Schools punishing students with autism for running (elopement) is sad. I was a runner when young. Please know that it is not to misbehave, but rather to escape the experience of autism's confusing world. Your world is bearable, but ours is often jumpy or noisy or spinning. Running and feeling air swirling about can help erase these scary feelings. The escape made adults angry, but I could not keep my body there because it did as it pleased and did not listen to my directions. Please consider the confusing world of autism when deciding how to help us. Placing us inside a room with no way out or restraining us is punishing us for a disability we cannot rid ourselves of.
- [Mini-Review of "Brain-Body Parenting: How to Stop Managing Behavior and Start Raising Joyful, Resilient Kids"](https://endseclusion.org/2022/03/16/mini-review-of-brain-body-parenting-how-to-stop-managing-behavior-and-start-raising-joyful-resilient-kids/) - It's no secret we love the work of Dr. Mona Delahooke here at the Alliance Against Seclusion and Restraint. Of course, we were thrilled when we heard Dr. Delahooke was coming out with a new book with a focus on parenting. As of today, I have read the book from cover to cover and am
- ["There is no place in Maryland’s schools for the use of seclusion"](https://endseclusion.org/2022/03/03/there-is-no-place-in-marylands-schools-for-the-use-of-seclusion/) - On Wednesday, March 2nd, 2022 there was a hearing in the Maryland Senate for SB 705, which would prohibit seclusion in all public schools in Maryland and significantly reduce the use of seclusion in nonpublic schools. I attended and provided testimony in support of the bill and was joined by several others including our State Superintendent Mohammad Choudhary.
- [Action Alert: Tell the Maryland Senate to ban seclusion in all public schools](https://endseclusion.org/2022/02/27/action-alert-tell-the-maryland-senate-to-ban-seclusion-in-all-public-schools/) - Great news - we have proposed legislation in the Maryland Senate that would ban seclusion in all public schools across the state and limit the use of seclusion in nonpublic schools (SB 0705). The legislation would also expand reporting requirements and require the Maryland State Department of Education (MSDE) to develop an accountability system. This legislation would be a substantial step forward.
- [Secretary of Education, Miguel Cardona, responds to a question about the use of restraint and seclusion](https://endseclusion.org/2022/02/23/secretary-of-education-miguel-cardona-responds-to-a-question-about-the-use-of-restraint-and-seclusion/) - Recently Secretary of Education, Miguel Cardona, answered a question about the use of restraint and seclusion at the 5th Annual Creating Trauma-Sensitive Schools Conference. Unapologetic disrupter, Mathew Portell, asked the question.
- [Time for change in Maryland: Legislation to reduce and eliminate restraint and seclusion](https://endseclusion.org/2022/02/13/time-for-change-in-maryland-legislation-to-reduce-and-eliminate-restraint-and-seclusion/) - It's time to ban seclusion in all public schools in Maryland (and everywhere) and have a higher level of accountability and oversight. While Maryland currently has some of the better laws in the nation, they are not enough. More must be done to protect the civil and human rights of children in Maryland schools. There is hope on the horizon. New legislation has been introduced in the Maryland General Assembly to reduce and eliminate the use of restraint and seclusion in Maryland schools.
- [Mandatory Civil Rights Data Collection request for comments](https://endseclusion.org/2022/02/11/mandatory-civil-rights-data-collection-request-for-comments/) - The Department of Education Office of Civil Rights has asked for public comment on the mandatory civil rights data collection. The Department of Education is especially interested in public comment addressing the following issues: (1) Is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner; (3) is the estimate of burden accurate; (4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records.
- [Submitting a public information request related to the use of restraint and seclusion](https://endseclusion.org/2022/02/05/submitting-a-public-information-request-related-to-the-use-of-restraint-and-seclusion/) - Suppose you are interested in learning information related to the use of restraint and seclusion in a school system in the United States. In that case, you might search the United States Department of Education Office of Civil Rights Data Collection (CRDC) website. The CRDC includes a wide range of education data collected from our nation's public schools. You can view a summary of selected facts about a school or district and tables and graphs of reported data.
- [No laws in Nebraska, leads to abuse of seclusion and restraint](https://endseclusion.org/2022/01/27/no-laws-in-nebraska-leads-to-abuse-of-seclusion-and-restraint/) - Our nation's schools use seclusion rooms for students as young as five-years old. They don't call them that of course. It doesn't sound nice to call them what they are. They sometimes call them alternative learning rooms. Let me pose a question here - how much 'learning' can take place in a padded room with nothing inside? Let me pose another question, as these are also referred to as 'calm down' rooms. Who in the world could calm down by being shut in an empty padded room? Where's the bean bag chair? The sensory soothing items? A swing? A soothing weighted blanket? How about some fidgets?
- [Abused and unable to tell your parents](https://endseclusion.org/2022/01/28/abused-and-unable-to-tell-your-parents/) - Imagine being unable to talk for a single day. Unable to express your needs. You can’t write or text. Stop reading this and take 30 seconds to truly grasp how difficult and stressful it would be to go through a single day without any traditional means of communication.
- [Our letter to Superintendent Choudhury on restraint and seclusion](https://endseclusion.org/2022/01/20/our-letter-to-superintendent-choudhury-on-restraint-and-seclusion/) - On December 12th, 2021 we sent a letter to State Superintendent Mohammed Choudhury to discuss our concerns about the use of restraint and seclusion in Maryland Schools. While we've not received a response as of January 20th, 2022 a December 30th, 2021 press release indicates that the Maryland State Department of Education promises to take action to prevent the illegal and discriminatory use of restraint and seclusion in schools.
- [Maryland State Department of Education promises to take action to prevent the illegal and discriminatory use of restraint and seclusion in schools](https://endseclusion.org/2021/12/30/maryland-state-department-of-education-promises-to-take-action-to-prevent-the-illegal-and-discriminatory-use-of-restraint-and-seclusion-in-schools/) - December 30th, 2021 the Maryland State Department of Education (MSDE) published a press release that says that MSDE will takes active measures to prevent the illegal and discriminatory use of restraint and seclusion in Maryland Schools. MSDE Superintendent Choudhury has directed a top-to-bottom review of state regulations, policies, and procedures on restraint and seclusion; and moves to eliminate the practice.
- [It's time for accountability in Frederick County Public Schools](https://endseclusion.org/2021/12/17/its-time-for-accountability-in-frederick-county-public-schools/) - Frederick County Public Schools was recently investigated by the Department of Justice for violating Title II of the Americans with Disabilities Act (ADA) by unlawfully restraining and secluding disabled students. There were thousand of instances of restraint and seclusion used in the district that violated the civil rights of disabled students.
- [A letter to Frederick County Public Schools’ Board on the Department of Justice settlement](https://endseclusion.org/2021/12/15/a-letter-to-frederick-county-public-schools-board-on-the-department-of-justice-settlement/) - well as the children and families of Frederick County Public Schools. AASR is a Maryland nonprofit corporation operating through a fiscal sponsorship with Players Philanthropy Fund. We are a community of over 16,000 parents, self-advocates, teachers, school administrators, paraprofessionals, attorneys, related service providers, and others working together to influence change in the way we support children who may exhibit behaviors of concern. The mission of AASR is to educate the public and to connect people who are dedicated to changing minds, laws, policies, and practices so that restraint, seclusion, suspension, expulsion, corporal punishment, and other harmful practices are eliminated from schools across the nation and beyond. Our vision is safer schools for students, teachers, and staff.
- [A letter to New Hanover County Schools' Board on the district's excessive use of restraint and seclusion](https://endseclusion.org/2021/12/14/a-letter-to-new-hanover-county-schools-board-on-the-districts-excessive-use-of-restraint-and-seclusion/) - I am writing to you today on behalf of the Alliance Against Seclusion and Restraint (AASR) and the children of New Hanover County Public Schools. AASR is a community of over 16,000 parents, self-advocates, teachers, school administrators, paraprofessionals, attorneys, related service providers, and others working together to influence change in the way we support children who may exhibit behaviors of concern. The mission of AASR is to educate the public and to connect people who are dedicated to changing minds, laws, policies, and practices so that restraint, seclusion, suspension, expulsion, corporal punishment, and other abusive practices are eliminated from schools across the nation and beyond. Our vision is safer schools for students, teachers, and staff.
- [The healing power of cooking](https://endseclusion.org/2021/12/11/the-healing-power-of-cooking/) - Our son Cole was born fifteen years ago with Down syndrome, and I often say that when he came into this world, he flipped our world upside down in the best possible way. Cole has always been a compassionate, good-natured, and funny guy. He has taught us more lessons than I can possibly recount. But the biggest lesson of all is that if we trust in Cole and follow his lead, he can overcome any challenge that comes his way.
- [I kept screaming that I can’t breathe](https://endseclusion.org/2021/12/07/i-kept-screaming-that-i-cant-breathe/) - My trauma started at 2 years old after my parents divorced when my dad would beat me. Having a trauma background, I was 6 years old in the second half of kindergarten, as I had gotten kicked out of the last school I went to that couldn’t deal with me, where I was first secluded and Restrained. The school would grab me and lock me in these small closets and leave me in there alone. They would scream at me “are you calm!” From outside the room. Of course, I would not calm down, only tire myself out and fall into crying mode. Then I would be shamed by literally everyone even my parents for self-defense. I would also get very defensive towards these people.
- [International Day of Persons with Disabilities](https://endseclusion.org/2021/12/03/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](https://endseclusion.org/2021/12/02/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 tswynard@noctrl.edu to connect! “This
- [A future educator shares thoughts (and a project) on seclusion](https://endseclusion.org/2021/12/01/a-future-educators-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.
- [This Giving Tuesday help us create safer schools for students, teachers, and staff.](https://endseclusion.org/2021/11/24/this-giving-tuesday-help-us-create-safer-schools-for-students-teachers-and-staff/) - The Alliance Against Seclusion and Restraint (AASR) is determined to make a difference. Our organization works to raise awareness in the trail of destruction left in the wake of inappropriate and often abusive use of seclusion and restraint in our schools.
- [A Hatchet Job on a Whistleblower](https://endseclusion.org/2021/11/15/a-hatchet-job-on-a-whistleblower/) - Whistleblowers risk retaliation, ostracization, defamation, career sabotage, and, in extreme cases, workplace violence. Unfortunately, a teacher’s aide who tried to protect my child and others from their abusive teacher experienced all of the above. These events took place in a special day class at Eisenhower Elementary, a school within the Cupertino Union School District in California (CUSD). The abuser had only worked as a teacher for a little over two years, yet there had already been several complaints about her. Just before Mrs. R. started working with this person, a parent had withdrawn her child from the school amidst vociferous and well-documented assertions of child abuse and threats of a lawsuit. My child joined the classroom shortly before Mer. R. left, and my husband and I were sniffing around asking awkward questions about suspicious bruises. There were other complaints. At the time, Mrs. R. was an eyewitness in the classroom and was carefully documenting specific instances of abuse. This made her a threat to the administration, who decided that an orchestrated demolition was in order.
- [This is Paige's story](https://endseclusion.org/2021/06/11/this-is-paiges-story/) - Restraints and seclusions are gateways to physical and emotional abuse, especially in the absence of adequate oversight. Unfortunately, our former school district failed to provide a safe classroom environment for my seven-year-old autistic daughter, Paige, when she joined a multi-grade special day class at Eisenhower Elementary, a school within the Cupertino Union School District (CUSD) in California. The district allowed her teacher to treat Paige and other children illegally, abusively, and inappropriately. I wish I had simply homeschooled her from the start.
- [Locked in the safe room](https://endseclusion.org/2021/11/13/locked-in-the-safe-room/) - I was hospitalized 13 times during my childhood. It has to be well over 500 times I was restrained but I honestly could not tell you it was that much and that bad. Once I was stripped down naked and given a paper top by male staff while an inpatient and then locked in one of the non-padded safe rooms for 5 days. Refused to give me a blanket or pillow, I literally had nothing. The walls and floor were concrete and I was puny shivering like crazy while the building was 65 degrees fahrenheit. I couldn’t curl into a fetal position well enough to stay warm. I was punched by some kid in the face before this happened and instead of me getting the help she told them I punched her in the face and they screamed liar to my face as I pleaded for help. Mind you this place was a religious hospital too.
- ["It hurts, please let go" stories of restraint and seclusion in North Dakota](https://endseclusion.org/2021/11/12/it-hurts-please-let-go-stories-of-restraint-and-seclusion-in-north-dakota/) - enforcement or SROs in the school setting that may not be credentialed to work with kids. I am concerned that there is zero representation of tracking circumstances for these children charged by SROs or School Districts that address specifically the lack of fidelity to the legal binding contract of the child’s IEP (Individual Educational Plan) to which is Federally mandated by law or in a child’s behavioral intervention plan (BIP). The criteria that are placed into these legally binding documents is what results from that child’s functional behavioral assessment (FBA), which is conducted by appropriately licensed staff.
- [In Iceland, staff reported to police after locking a child alone in a room for 25 minutes](https://endseclusion.org/2021/11/11/in-iceland-staff-reported-to-police-after-locking-a-child-alone-in-a-room-for-25-minutes/) - May 2021 the grassroots movement „Sagan okkar“ (e. Our story) was founded by Alma Björk Ástþórsdóttir and Árdís Rut H. Einarsdóttir. The movement fights for the rights of children in the Icelandic school system. Through a Facebook group, the movement has been able to collect stories from parents and teachers, about the abuse and neglect of pupils due to insufficient inclusive education policy. The situation is serious. Many parents are forced to be “stay-at-home” parents and others have had no other choice than to home-school their children.
- [Congressional Briefing: The Keeping All Students Safe Act](https://endseclusion.org/2021/11/10/congressional-briefing-the-keeping-all-students-safe-act/) - The Alliance Against Seclusion and Restraint is proud to be a part of the Alliance to Prevent Restraint and Seclusion in Schools (APRAIS) coalition. APRAIS is a coalition of organizations and advocates who dedicate their time and resources to ending restraint and seclusion abuse in U.S. schools. As a member of the coalition we wanted to share with you and invitation to join an upcoming congressional briefing related to the Keeping All Students Safe Act.
- [Nonspeaking Student Restrained 33 Times Without Report To Parents](https://endseclusion.org/2021/11/09/nonspeaking-student-restrained-33-times-without-report-to-parents/) - Remember that feeling you had the first day you left your helpless, months-old baby at daycare? That anguished, groveling, fear? How you needed to believe, so desperately, in the goodness of people, in their ability to be gentle, patient, and honest? Imagine feeling that every day for 13 years, and then imagine someone, or maybe 2 or 3 (or up to 9!) adults restraining your innocent, disabled, utterly helpless boy for 7, 10, 20 minutes and then sending him home without a word, day after day. Imagine that.
- [Now is the time to Keep All Students Safe](https://endseclusion.org/2021/10/23/now-is-the-time-to-keep-all-students-safe/) - Does it surprise you to know that there is no federal law around the use of restraint and seclusion in schools across the United States? Does it surprise you to know that children are injured, traumatized, and die being restrained and secluded in schools in the United States every year? Does it surprise you to know that there are far better things that we can be doing to support children in our schools?
- [An autistic self-advocate's journey and voice](https://endseclusion.org/2021/09/28/an-autistic-self-advocates-journey-and-voice/) - Often it can be hard to remember things related to trauma (probably because the data is stored 'in the back of the mind' in the cerebellum rather than the prefrontal cortex). My earliest memory of abuse/neglect was as a toddler and I was left outside or locked in a room by myself sometimes for hours. Other times I was punched, kicked, shoved, spanked for no apparent reason. At age 7, I was left on a deck on a lake, unable to swim for a few hours. Without a shirt, I ended up incurring 2nd-degree burns.
- [My Child Can't Talk. How Will I Know if Someone's Hurting Him at School?](https://endseclusion.org/2021/09/26/my-child-cant-talk-how-will-i-know-if-someones-hurting-him-at-school/) - My son is autistic and has a significant intellectual disability. He attends middle school in a self-contained classroom. Recently, we learned that one of his classmates was physically restrained by staff 33 times in a period of 8 weeks -- at least once to the point of unconsciousness -- without report to the child's parents. My son and all the students in the classroom witnessed this and have been significantly traumatized by it. We are very grateful that the parent of this child shared with us this information when she was finally informed. Otherwise, we might never have known what our children had been exposed to, or why they were showing such signs of distress.
- [The Places That Stole Me](https://endseclusion.org/2021/09/20/the-places-that-stole-me/) - have a unique way of leaving reality behind them. A child playing dress-up puts on a cardboard crown holds their plastic staff, does a royal wave, and becomes a queen or king. A child opens a box of crayons, colors the green of jungle leaves, the blue of a running river, the yellow of a lion's fur, and is transported to a new adventurous world. In my opinion, a child’s greatest role is bringing imagination into the world.
- ["Do that again and I’ll lock you in the bathroom..."](https://endseclusion.org/2021/09/13/do-that-again-and-ill-lock-you-in-the-bathroom/) - One day in August 2013, I walked into the cafeteria of my son’s school, looking to speak with his teacher. The room was crowded and noisy, filled with disabled kids, their teachers, and aides, assembling before the start of a day of Extended School Year (ESY) services or summer school. I couldn’t get very close to the teacher.
- ["Hit him if he does that."](https://endseclusion.org/2021/09/19/hit-him-if-he-does-that/) - It was hard to bring my son to school again. He had dutifully gone to school each day, unable to tell me about what he was being subjected to, never resisting or complaining. But the day he was to start at the new school the effect the experience had had on him was plain: he trembled from head to foot. His legs shook so hard I couldn't get his socks on. I said over and over, "This is the NEW school, sweetie. The NEW school. It's safe. I promise."
- [Neuroplasticity is our human superpower!](https://endseclusion.org/2021/09/15/neuroplasticity-is-our-human-superpower/) - I am determined and hopeful to share a deeper understanding of social and emotional learning through the lens of the nervous system and brain development as we move through year three of a global pandemic alongside many other adversities and challenges our schools are facing and pondering. Early in this school year, staff, educators, students, and families are already feeling the tension, fatigue, and frustration, as we navigate this return to school with the conditions from Covid and the Delta variant. The chronic unpredictability is visceral as we are trying to repair and recover from a “lost” academic year and a half for many of our students. I also recognize that for some students learning from home this past year felt regulating, and less distracting.
- [The Conflict Cycle for Educators](https://endseclusion.org/2021/08/16/the-conflict-cycle-for-educators/) - Moving From Nervous System States of Protection to States of Growth Today’s guest author is Lori Desautels PhD. Lori is an Assistant Professor in the College of Education at Butler University College of Education, a former special education teacher and school counselor and currently teaching applied educational neuroscience / brain and trauma to undergraduates and graduate candidates in the
- [A letter to the Katonah-Lewisboro School District Board of Education](https://endseclusion.org/2021/08/04/a-letter-to-the-katonah-lewisboro-school-district-board-of-education/) - I am writing to you today on behalf of the Alliance Against Seclusion and Restraint (AASR). AASR is a community of over 14,000 parents, self-advocates, teachers, school administrators, paraprofessionals, attorneys, related service providers, and others working together to influence change in the way we support children who may exhibit behaviors of concern. The mission of AASR is to educate the public and to connect people who are dedicated to changing minds, laws, policies, and practices so that restraint, seclusion, suspension, expulsion, corporal punishment, and other abusive practices are eliminated from schools across the nation and beyond. Our vision is safer schools for students, teachers, and staff.
- [Behavior is communication, but what does the body tell us?](https://endseclusion.org/2021/07/26/behavior-is-communication-but-what-does-the-body-tell-us/) - In this article, we are going to explore the meaning beneath the statement, “Behavior is communication.” These words have been ringing in educators’ ears for quite a while, and cognitively we understand this, but do we feel what this means as we interact with our students all day long?
- [12 Recommendations for the Office of Civil Rights](https://endseclusion.org/2021/07/21/12-recommendations-for-the-office-of-civil-rights/) - The United States Department of Education Office of Civil Rights published a request for information regarding the nondiscriminatory administration of school discipline. This is an opportunity to feedback related to the use of restraint, seclusion, suspension, expulsion, and corporal punishment. Below are twelve recommendations that we have shared with the Office of Civil Rights and
- [A response to OCR's request for information regarding the administration of school discipline](https://endseclusion.org/2021/07/20/a-response-to-ocrs-request-for-information-regarding-the-administration-of-school-discipline/) - re-K through grade 12. OCR solicits these comments to inform determinations about what policy guidance, technical assistance, or other resources would assist schools that serve students in pre-K through grade 12 with improving school climate and safety, consistent with the civil rights laws that OCR enforces, to ensure equal access to education programs and activities. OCR has promulgated regulations to implement civil rights laws and periodically provides policy guidance and technical assistance to clarify these statutory and regulatory requirements. Information received through this request may be used to assist OCR in preparing further guidance, technical assistance, and other resources.
- [Sanctioned Violence: Restraint Use in Indiana Medicaid Waiver Settings ](https://endseclusion.org/2021/07/15/sanctioned-violence-restraint-use-in-indiana-medicaid-waiver-settings/) - Restraint is currently a hot topic with the media and lawmakers alike due to the recent deaths of people in custody at the hand of police officers. There are calls across the nation for police departments to ban the use of chokeholds and other dangerous restraints. But, what about restraint use in other settings besides law enforcement? Police aren’t the only ones to use restraint on the job. For instance, staff members who work with kids and adults with developmental disabilities use restraint. Can something like the restraint-related asphyxiation deaths of George Floyd, Hector Arreola, Muhammad Abdul Muhaymin, and Elijah McClain happen to someone with developmental disabilities in a residential, sheltered workshop, or day program setting in Indiana? Absolutely.
- [How Can We Center Equity and the Human Experience in 2021-2022?](https://endseclusion.org/2021/07/06/how-can-we-center-equity-and-the-human-experience-in-2021-2022/) - Race and equity were key words in education long before America’s racial reckoning was re-sparked in the summer of 2020. If you work in education, you are probably well aware of the disproportionate achievement of black and brown students compared to their white counterparts, higher discipline referrals and suspensions, a higher diagnosis of students with disabilities (The Hechinger Report, "Special Education's Hidden Racial Gap", 2017), and “behavior issues” (National Women's Law Center ). We also know that Coronavirus had a disproportionate effect on communities of color throughout the country (Health Equity Considerations & Racial & Ethnic Minority Groups, 2021). So, after the events of 2020, we are called not to ask the question of “Why should we center equity…” but rather: “How can we center equity and trauma-informed practices in a system that claims to want us to focus on the whole being, but doesn’t alleviate the stressors or pressures put upon us to operate with the liberty to do so?” As a teacher, brain-aligned practitioner, and trauma-informed leader in my school community, I have thought long and hard about this topic.
- [Urgent: Support for Maine Keeping All Students Safe Act (LD 1373)](https://endseclusion.org/2021/06/20/urgent-support-for-maine-keeping-all-students-safe-act-ld-1373/) - e Maine House recently passed LD 1373, but the Maine Senate, unfortunately, rejected it. The most controversial part was the seclusion ban. The House has therefore amended the bill to strike the seclusion ban. While this is extremely disappointing, the bill still contains worthwhile measures, such as a ban on prone restraint.
- [Duality of Discipline Disparity](https://endseclusion.org/2021/06/15/duality-of-discipline-disparity/) - Horace Mann spoke in 1848 that “Education…is a great equalizer of conditions of men” however in today’s U.S. education system the only greatness to be witnessed is that of the duality of students which leads to inequality and injustice. In a duality system of civil rights and criminal wrongs, students bear the burden of society’s implicit bias.
- [Seclusion: We can and must do better](https://endseclusion.org/2021/06/07/seclusion-we-can-and-must-do-better/) - A recent post on social media elicited a response from an individual, who indicated that they has 25 years experience in the field of education, who seemed to disagree with our assertion about seclusion rooms which stated: Nothing is calming about a seclusion room. Children don’t learn to self-regulate by being thrown into an empty
- [Attention Ticket: A strategy to reduce attention scatter in remote and hybrid learning environments](https://endseclusion.org/2021/05/29/attention-ticket-a-strategy-to-reduce-attention-scatter-in-remote-and-hybrid-learning-environments/) - This article aims to offer a tool to avoid losing students online when hybrid learning is the operative mode. To achieve that, first I’ll set the stage – or context – for the current need for this novel tool. Second, I’ll state the reasons why this tool might prevent losing what is fundamental for learning and why it is different from other tools in use. And third, I’ll give you some examples for those in Education, especially in Early Childhood Education Centers (ECECs), to put the tool into use.
- [Reintroduction of the Keeping All Students Safe Act](https://endseclusion.org/2021/05/26/reintroduction-of-the-keeping-all-students-safe-act/) - We think it is critical that it be illegal for any school to seclude children and use dangerous restraint practices that restrict children’s breathing, such as prone or supine restraint. We think it is important to better equip school personnel with the training they need to address trauma and stress behaviors. We also think that it is important for parents to have a right to take legal action when unlawful restraint or seclusion occurs. KASSA is a strong step towards protecting the civil and human rights of all students.
- [What Our Nervous Systems Will Need When School Begins](https://endseclusion.org/2021/05/25/what-our-nervous-systems-will-need-when-school-begins/) - As we reflect upon our current educational landscape and the social and emotional implications of the pandemic over the past 15 months, we are already seeing the critical impact of this collective trauma on so many of our students, educators, and families! Elevated levels of adverse mental health conditions, substance use, and suicidal ideation were reported by adults in the United States in June 2020. The prevalence of symptoms of anxiety disorder was approximately three times those reported in the second quarter of 2019 (25.5% versus 8.1%), and prevalence of depressive disorder was approximately four times that reported in the second quarter of 2019 (24.3% versus 6.5%) (CDC) Children and teens react, in part, on what they see from the adults around them.
- [Support for LD 1373: A letter to members of the Maine Committee on Education and Cultural Affairs](https://endseclusion.org/2021/05/23/support-for-ld-1373-a-letter-to-members-of-the-maine-committee-on-education-and-cultural-affairs/) - The letter that follows was sent to members of the Maine Committee on Education and Cultural Affairs on May 23rd, 2021 in support of LD 1373. Dear Chairman Langley, Chairperson Kornfield, and members of the Committee on Education and Cultural Affairs, Hello, my name is Guy Stephens. I am the founder and executive director of
- [What is the difference between the medical and social models of disability and why does it matter?](https://endseclusion.org/2021/05/18/what-is-the-difference-between-the-medical-and-social-models-of-disability-and-why-does-it-matter/) - According to the medical model of disability, ‘disability’ is a health condition dealt with by medical professionals. Disabled people are thought to be different to ‘what is normal.’ It’s seen as abnormal. Disability’ is seen to be a problem of the individual. From the medical model, a disabled person is in need of being fixed or cured. From this point of view, disability is a tragedy and people “with” disability are to be pitied. The medical model of disability is all about what a person cannot do and cannot be.
- [Testimony to Illinois Senate Education Committee: It's time to end prone restraint for all](https://endseclusion.org/2021/05/19/testimony-to-illinois-senate-education-committee-its-time-to-end-prone-restraint-for-all/) - Hello, my name i s Guy Stephens. I am the founder and executive director of the Alliance Against Seclusion and Restraint. I started the Alliance Against Seclusion and Restraint two and a half years ago, because my autistic son was traumatized through the use of restraint and seclusion at school. Today the Alliance Against Seclusion and Restraint is a community of over 13,000 parents, self-advocates, teachers, administrators, attorneys, and others working to reduce the use of restraint and seclusion in schools. We supported the original legislation however we are opposed to the legislation HB 219 as amended.
- [Kieran's Story: The impact of restraint](https://endseclusion.org/2021/05/02/kierans-story-the-impact-of-restraint/) - I am writing this on behalf of my son, Kieran with his consent. Kieran is a beautiful boy who is now twenty. The events I will describe happened when he was 15 years old. As a bit of background, Kieran was born with multiple disabilities. He has cerebral palsy, autism, a cyst on his brain (which was mostly removed when he was 5), ADHD, and epilepsy. He has been receiving physical, occupational, and speech therapy since he was a year old. He has been receiving special education services since the age of three. With a few exceptions, I was delighted with the dedication of his teachers and the care providers. You are about to hear of a huge exception!
- [Testimony in Support of Illinois SB2296](https://endseclusion.org/2021/04/13/testimony-in-support-of-illinois-sb2296/) - Good afternoon. My name is Guy Stephens. I am the executive director of the Alliance Against Seclusion and Restraint, a community of over 12,000 parents, teachers, school administrators, and others who are working together to influence change to better support children while eliminating restraint and seclusion practices. I know firsthand how the use of restraint and seclusion affects children and their families. I ask you today to support SB2296.
- [Tell us why you support the Keeping All Students Safe Act](https://endseclusion.org/2020/12/20/tell-us-why-you-support-the-keeping-all-students-safe-act/) - Tell us why you support the Keeping All Students Safe by recording a short video (1-3 minutes) and send it to us or share it with us on Facebook or YouTube.
- [Bad Behavior or Nervous System Response](https://endseclusion.org/2021/02/20/bad-behavior-or-nervous-system-response/) - Our nervous systems and physiological states create and produce the behaviors we observe, question, discuss, punish, suspend, seclude, and attend to in all moments throughout the day! As educators who sit with 30 to 180 plus nervous systems every day, we have traditionally paid attention to observable behaviors, assessing them as appropriate, disrespectful, inappropriate, oppositional, aggressive, manipulative, and a variety of other labels and classifications.
- [I Watched "Music."](https://endseclusion.org/2021/02/16/i-watched-music/) - Even after Sia promised to place a warning on her film debut, "Music," and remove restraint scenes, my intention was not to view the film. This is not me speaking for autistic people; this is me, a neurodivergent and mother of two autistic sons, one of whom is nonspeaking and high support needs, who believes nothing should be written about autistic people without autistic people being part of it. It's abundantly clear from the first scene, no autistic people worked on this film. But we knew that.
- [Disability Organizations: MUSIC Reinforces Dangerous Stereotypes, Practices](https://endseclusion.org/2021/02/12/disability-organizations-music-reinforces-dangerous-stereotypes-practices/) - CommunicationFIRST, the Autistic Self Advocacy Network (ASAN), and the Alliance Against Seclusion and Restraint (AASR) today condemned the Golden Globe-nominated movie MUSIC, directed by singer-songwriter Sia Furler. The film, released widely via video on-demand services today, contains a number of deeply disturbing and potentially harmful scenes. In late January, a team of nonspeaking and autistic people recruited by CommunicationFIRST was invited to preview the film and provide feedback. In relaying that feedback, CommunicationFIRST urged the filmmakers to remove the scenes involving prone restraint, which can kill and is illegal in many states. The MUSIC team never responded to CommunicationFIRST’s recommendations, except in several Tweets by Sia—that have since been deleted—promising to cut the restraint scenes.
- [Disability Organizations: MUSIC Is Dangerous](https://endseclusion.org/2021/02/03/disability-organizations-music-is-dangerous/) - Organizations condemn and urge extreme caution after movie team fails to address recommendations to protect autistic people
- [Restraint and regression](https://endseclusion.org/2020/12/19/restraint-and-regression/) - Many folks don’t know that seclusion and restraint techniques are used as interventions when students aren’t able to comply with the task at hand during the school day. Unfortunately, these methods cause trauma and sometimes irreparable damage, developmental regression, injury, and even death.
- [Exclusionary discipline in the virtual classroom](https://endseclusion.org/2020/12/16/exclusionary-discipline-in-the-virtual-classroom/) - My son is, Stryder, is in 5th grade. Stryder has autism, learning disabilities, auditory processing disorder, sensory processing disorder, and ADHD. This school year has been difficult for him to say the least. Stryder is in a hybrid model where he receives in-person instruction at school 4 days a week and on Wednesdays, he does virtual learning from home. The transitions are difficult for Strdyer because the expectations vary from setting to setting. Additionally, Stryder struggles with math and reading so during these subjects we tend to see increased behaviors that communicate he is challenged.
- [The Office of Civil Rights is not doing enough...](https://endseclusion.org/2020/12/14/the-office-of-civil-rights-in-not-doing-enough/) - Advocacy groups such as ours, we rely on data collection and reporting from state and federal agencies. One of the primary sources of information we use for tracking is the U.S. Department of Education’s Office of Civil Rights (OCR) data collection. To be useful and actionable data must be accurate, relevant, and timely. Unfortunately, the data from the Office of Civil Rights is neither accurate nor timely. A 2019 Government Accountability Office (GAO) review found that data the Department of Education (OCR) uses in its enforcement of civil rights laws does not accurately or completely reflect all incidents of restraint and seclusion of public school students. While the data available through OCR’s website was recently updated as of October 1st, 2020 before that the most recent data was from the 2015-16 school year. The process by which OCR reviews and quality assures the data is extremely slow-moving and should be considered unacceptable.
- [I Am a Seclusion Survivor, Or Am I A Casualty?](https://endseclusion.org/2020/12/13/i-am-a-seclusion-survivor-or-am-i-a-casualty/) - I think restrainers and secluders think they're referring to the adjective form, but as someone who has been locked alone and afraid in a seclusion cell, I'd say it felt more like the noun. Except, by erasing me in a closet, it told me I was anything BUT "valuable." It felt more like all the other children were valuable and being protected FROM me. My feelings or pain never mattered. That was clear. I was little, but I got the "behavior is communication" piece, and adult behavior towards me was never patient or kind in my first years of school. Nobody bothered to figure out how we'd so often arrive at the precipice of having no other way to manage me than lock me away in the "naughty closet." They communicated loudly through their cruel behavior towards me, that I was nothing, and I carried that with me for many years, and still struggle with it.
- [A letter regarding Powhatan, Virginia's restraint and seclusion policy](https://endseclusion.org/2020/12/10/a-letter-regarding-powhatan-virginias-restraint-and-seclusion-policy/) - The story that follows is an email that Alexander J. Campbell wrote and sent regarding the restraint and seclusion policy being proposed in Powhatan, Virginia. I hope this email finds you well. I am writing this tonight with grave concern and fear regarding the future of our school system. The truth is when I originally
- [Sitting in silence in the seclusion room](https://endseclusion.org/2020/12/08/sitting-in-silence-in-the-seclusion-room/) - Today's guest author is Greg Santucci. Greg is a Pediatric Occupational Therapist and founder of Power Play Pediatric Therapy. A Graduate of Penn State (BS, Exercise and Sport Science) and Thomas Jefferson University (MS, Occupational Therapy), prior to opening Power Play in 2006, Greg was the Director of two large pediatric practices in New Jersey. He is certified in Sensory Integration and has been helping children and their families, both in private practice and in the public schools, since 1999. Dedicated to best practice, Greg presents workshops nationally on topics related to sensory processing, challenging behaviors, and improving school-based therapy services.
- [It means that you've gotten it all wrong](https://endseclusion.org/2020/12/06/it-means-that-youve-gotten-it-all-wrong/) - Andy stood stone cold still and looked around; then he started to ask me questions. “Miss Claudia, what’s this?” “What’s this? What’s this used for? Can you show me this book? Look how far we can see!”, he exclaimed as he stood looking out over the Port of Los Angeles with its huge cargo cranes and enormous ships stacked tall with “cans” of products bound for other countries.
- [Supporting the Keeping All Students Safe Act](https://endseclusion.org/2020/11/24/supporting-the-keeping-all-students-safe-act/) - Now is the time to take action to ask your representatives to support legislation to reduce and eliminate the practices of restraint and seclusion.
- [Keeping All Students Safe Act: Call to Action](https://endseclusion.org/2020/11/19/keeping-all-students-safe-act-call-to-action/) - KASSA was originally introduced five years ago. It intended to establish minimum safety standards in schools similar to protections already in place in hospitals and non-medical community-based facilities. Rep. Beyer’s legislation was meant to help states establish monitoring and enforcement systems that would identify and implement evidence-based models to prevent and reduce physical restraint and seclusion in schools. Over 200 national and state parent advocacy organizations have a history of support for this bill, which has been introduced with the support of 24 original co-sponsors.
- [Brain Aligned Restorative Circles: Addressing the Core of Discipline Challenges](https://endseclusion.org/2020/11/14/brain-aligned-restorative-circles-addressing-the-core-of-discipline-challenges/) - Restorative Circles and Practices have been implemented for a significant amount of time inside schools. There are hundreds of articles and resources sharing this framework and its purposes for building community and for responding to challenging behavior through authentic dialogue. As we navigate our way through this pandemic with chronic unpredictable toxic stress, we are already seeing many students struggling with anxiety, depression, and distress seen through their behaviors.
- [Compassion and positive relationships - not restraint](https://endseclusion.org/2020/01/24/compassion-and-positive-relationships-not-restraint/) - I am a special education teacher of 15 years and have seen and experienced many challenging behaviors in children with disabilities. For many years, my job was working with severely disabled students. In the past year, I have been working with children with lower support needs. These are academically capable students some of whom might be considered twice-exceptional. Many of my co-workers contend that these children should “know better” when it comes to challenging behavior. I am required to be trained to restrain and write behavior intervention plans.
- [The Boy Who Was Raised as a Dog: Insights from a reader](https://endseclusion.org/2020/08/09/the-boy-who-was-raised-as-a-dog-insights-from-a-reader/) - Today John will share some of his thoughts on the book The Boy Who Was Raised as a Dog by Dr. Bruce D. Perry and Maia Szalavitz.
- [Connections Over Compliance: Book Review](https://endseclusion.org/2020/09/28/connections-over-compliance-book-review/) - Connections Over Compliance: Rewiring Our Perceptions of Discipline, by Dr. Lori Desautels is a gift for teachers, principals, university professors, state and federal departments of education and for parents. Even more importantly, it is a blessing for all the students whose teachers, support staff and administrators and parents read, understand, and apply the wealth of
- [Interview with Ron Garrison on Restraint and Seclusion](https://endseclusion.org/2020/09/20/interview-with-ron-garrison-on-restraint-and-seclusion/) - The following is the partial transcript of an interview with Ron Garrison in early 2018. Mr. Garrison is a retired educator with experience at all levels of the educational sector. He holds a master’s degree in school safety and has been an expert witness in more than eighty-five cases involving restraint and seclusion.
- [Tips for a Successful I.E.P Meeting](https://endseclusion.org/2020/09/08/tips-for-a-successful-i-e-p-meeting/) - You arrive at the school and check-in. A secretary escorts you to the conference room. You enter to find a group of people already seated around a long rectangular conference table. Some of the individuals you recognize but some you do not. You take a seat and your child’s teacher says “let’s get started.” You are at your first I.E.P (Individualized Education Plan) meeting. You are not sure what to expect but trust that the people in the room are there to make sure your child receives all of the services needed for success. I mean, we are all on the same team with the same goals in mind, right? In a perfect world, the answer is yes. Unfortunately, this is seldom the case.
- [Is your child being restrained or locked in a room at school? A plea to New Brunswick's Candidates - 2020 Election](https://endseclusion.org/2020/09/07/is-your-child-being-restained-or-locked-in-a-room-at-school-a-plea-to-new-brunswicks-candidates-2020-election/) - In an era where global protests continue as a result of the inhumane treatment that led to the death of Mr. George Floyd at the hands of Police, similar Restraints, and Seclusions that equate to solitary confinement, continue to happen to children in schools in New Brunswick. Restraint and Seclusion room practices against even our most vulnerable children, are supported by some Districts under the current Minister of Education, who has personally told me that he doesn't have the power to put an end to this.
- [A professional journey: Thinking outside of the (behavioral) box](https://endseclusion.org/2020/08/13/a-professional-journey-thinking-outside-of-the-behavioral-box/) - Today’s guest author is Diane Gould. Diane is a Licensed Clinical Social Worker and Board Certified Behavior Analyst with a private practice outside of Chicago. She is also the founder of PDA North America.
- [School Resource Officers: First, Do No Harm](https://endseclusion.org/2020/08/10/school-resource-officers-first-do-no-harm/) - The School Resource Officer (SRO) role was introduced by a public-school system in Flint, Michigan, during the 1950s. Yet, ever since, a progression of, “mission creep”, has been noted to the original goals or intent of this position (Ryan et al, 2018). What was once a consistent role of ensuring a safe school environment may now be, factually, a main contributor to the growing disparity of both school discipline and justice practices against specific populations of students of ethnicity, gender and disability status (ACLU, 2019). Recent U.S. Presidential administrations have supported the role of SROs in public school via fiduciary, which means with an escalation of federal funds to engage in a stronger SRO presence in public school after such tragic incidents of Columbine and Sandy Hook elementary school shooting (Fisher and Hennessy, 2016 and Ryan et al, 2018). This has made school-based policing the fastest growing branch of law enforcement per the National Association of School Resource Officers (NASRO) and puts SROs into nearly half of our nation’s public schools (Ryan et al, 2018).
- [Gaslighting: How School districts justify the use of restraint and seclusion](https://endseclusion.org/2020/08/06/gaslighting-how-school-districts-justify-the-use-of-restraint-and-seclusion/) - Today’s guest author is Robin Roscigno. Robin Roscigno is a scholar/practicioner specializing in education for Neurodivergent children. She is a PhD candidate at Rutgers University's Graduate School of Education and consults with school districts and parents on a range of topics. Most recently, Robin was awarded the Irving K. Zola Award for Emerging Scholar in Disabiliy
- [How Seclusion and Restraint came to be Outlawed in New Zealand](https://endseclusion.org/2020/08/03/how-seclusion-and-restraint-came-to-be-outlawed-in-new-zealand/) - Once upon a time a child was locked in a closet in a Miramar school in the Capital, Wellington, of a small realm, New Zealand at the bottom of the Pacific Ocean. The child said "I'll be good, I'll be good", but, alas, to no avail. A group of 3,000 autistics, students, parents, educational professionals, autism informationalists, and investigative journalists, issued an appeal to end seclusion and restraint in the land urgently. (My own role in all of this was 1/3000th - that's why I am so thankful to so many!)
- [Finding your voice and finding your people](https://endseclusion.org/2020/08/02/finding-your-voice-and-finding-your-people/) - My experience with the special needs community started with volunteer work when I was sixteen. I started working for a company that helped special needs children and their families deal with the difficulties of navigating the school system. I left that work for a while, and as it turns out my path led me to law school and then to be a stay home mom. Both of my children are neurotypical, so my perspective is not as a parent, but I genuinely seek to elevate the voices of the parents and children in this amazing community.
- [The Everyday Peace Initiative: Institutional Violence](https://endseclusion.org/2020/08/01/the-everyday-peace-initiative-institutional-violence/) - When I was writing up my doctoral thesis in Peace and Conflict Studies, I became a mother for the first time. Parenting a very special neurodiverse child taught me more about peace and conflict than any book, and it led me to design the award-winning ‘The Everyday Peace Toolkit Project’, where ‘peace’ is not an abstract, far away concept, but practical strategies that we use to respond to challenges that we face in our lives and communities - for example raising, protecting, and advocating for a child that could be perceived as different.
- [Advocating for change in Pennsylvania](https://endseclusion.org/2020/07/07/advocating-for-change-in-pennsylvania/) - Being an advocate is not just my career. From the day we brought our daughter home, I have fought for her. You see, my daughter is on the Autism Spectrum with severe anxiety. This journey hasn’t been an easy one. Before she was diagnosed it was a constant battle getting doctors to hear me when I said she was on the spectrum, most wouldn’t listen because she was a girl. Even after her diagnosis, it like an all-out war just to get my daughter the correct supports she desperately needed in school.
- [How is that legal?](https://endseclusion.org/2020/07/06/how-is-that-legal/) - I drove my 5th-grade son, Caleb, up to a historic brick building on a brisk, sunny March morning. I told Caleb that this was the first school built in the district, and promised to look up the year it was built after the tour if the school director didn’t know.
- [Help! I'm trapped in the "safe room"](https://endseclusion.org/2020/06/30/help-im-trapped-in-the-safe-room/) - Kindergarten and First grade were challenging. My son, who is biracial and autistic, was suspended regularly and I took him out of school for the last two months of Kindergarten, as they were unable to support him. By the end of First Grade, he spent most of his days working one on one with an aide, at a table in a corner of the hallway. He was fine with this arrangement, but being publicly isolated is not ideal. Sometimes he ran out of the classroom, and once or twice he left the building, ran around, and came back in. School staff made it clear that if he left the campus, which was next to a busy street, they would have no choice but to call the police to get help catching a 6-year-old child.
- [Advocating for change in Billerica Massachusetts](https://endseclusion.org/2020/06/25/advocating-for-change-in-billerica-massachusetts/) - Today’s guest author is Carole Reardon. Carole is an advocate and parent from Billerica Massachusetts. Currently, she is a stay at home mother, however, she spent over 20 years in the education field and has an undergraduate degree in human development, with a minor in early childhood education. Additionally, Carole has a Master's degree in curriculum and
- [Autism isn't a crime](https://endseclusion.org/2020/06/19/autism-isnt-a-crime/) - Autistic, especially non-speaking children, are one of the largest groups to be subjected to restraint and seclusion. Restraint and seclusion are the inevitable outcome of the failures of behaviorism. Autism isn’t a “behavioral problem.” It only becomes one when autistic people are denied appropriate accommodations and mistreated. The behaviors schools are trying to modify are distress, not willful.
- [Statement on George Floyd’s Death by Police Restraint](https://endseclusion.org/2020/06/03/statement-on-george-floyds-death-by-police-restraint/) - The Alliance Against Seclusion and Restraint (AASR) viewed the video of the last moments of George Floyd’s life with horror, fury, and unbearable sadness. We feel deep sorrow for George Floyd and his family as well as unrelenting sadness and despair for the black community and our country. It is incumbent on our leaders and indeed, every individual to learn and understand the underlying factors that have perpetuated the discrimination and devaluation of black lives.
- [The power of believing in children](https://endseclusion.org/2020/06/02/the-power-of-believing-in-children/) - Today’s guest author is Amy Welch. Amy is a paraprofessional who has experience working with students on the Autism spectrum and those with behavior disorders. A lot of what she does with her students comes from her own personal experiences with her son. She was forced to become a well-educated advocate for him after facing some ill-informed teachers early in his school years. Seeing first hand what was happening in schools, Amy shifted from a career in design to education so she could advocate for students who were having similar challenges.
- [What is the school-to-prison pipeline?](https://endseclusion.org/2020/05/20/what-is-the-school-to-prison-pipeline/) - The school to prison pipeline is a term coined early in the early twenty-first century to refer to the policies and practices that directly and indirectly push students out of school and on a pathway to prison. These policies and practices include overuse of harsh school disciplinary procedures including suspension, seclusion, restraint, and expulsion; increased policing and surveillance that create prison-like environments in schools; referrals to law enforcement and the juvenile justice system, and an alienating and punitive high-stakes testing-driven academic environment that diverts students from the intended purpose of the public education system and deposits them in the correctional system.
- [Introducing Cheryl Poe](https://endseclusion.org/2020/04/26/introducing-cheryl-poe/) - Join me in welcoming Cheryl Poe to the Alliance Against Seclusion and Restraint team. Cheryl is an amazing advocate, teacher and parent with a tremendous background in special education.
- [Nightmares from the "the naughty room"](https://endseclusion.org/2020/01/22/nightmares-from-the-the-naughty-room/) - I often tell people that when our son Cole was born thirteen years ago with Down syndrome, that he flipped our world upside down in the best way. His love of life and ability to appreciate the moment is something we can all learn from. He has always been a loving, kind and funny little boy, just as he was when he was ten years old and started to be restrained and secluded at his school in Central Massachusetts.
- [Seclusion Changed Me Forever](https://endseclusion.org/2020/03/14/seclusion-changed-me-forever/) - 365 days ago, I laid awake most of the night worried about the reverberations of the day ahead. I pulled myself out of bed and awakened my 13 year old son Quentin who was peacefully sleeping between my husband and I. I turned on our local NPR station, WAMU. As I went about the mundanities of my morning, I listened for my own voice in the reporting. I felt terror of the exposure and what others would think of me once my son's story was told. I didn't realize at the time that experience would begin a journey of both awareness about my son's autism, and also a level of self-awareness I'd never had.
- [Introducing Jennifer Litton Tidd](https://endseclusion.org/2019/09/01/introducing-jennifer-litton-tidd/) - I want to introduce one of our contributors Jennifer Litton Tidd. Jennifer has been contributing to our page and community since shortly after I started the page earlier this year. Dr. King once said, “The arc of the moral universe is long and it’s bends towards justice.” Jennifer wants to help provide the pressure needed
- [No restraining, just keeping kids busy and loved!](https://endseclusion.org/2019/11/06/no-restraining-just-keeping-kids-busy-and-loved/) - A teachers journey Today’s guest author is Sharon Bense. After teaching special education in the public schools for 20 years, Sharon Bense, co-founded Clover Community School in Bentonville, Arkansas, to give students who learn differently a chance to attend a school created just for them. Sharon has a bachelors degree in psychology from the University Texas
- [Be the change that you wish to see in the world](https://endseclusion.org/2019/11/04/be-the-change-that-you-wish-to-see-in-the-world/) - Our children's future and others like them are literally on the line Today’s guest author is Pamela Ononiwu. Pamela is a mother from Virginia and a Candidate for School Board Member, for Fairfax County Public Schools, the Mt. Vernon District. When it was revealed in March 2019 that Fairfax County Public Schools had thousands of cases where
- [Not a Crime](https://endseclusion.org/2019/11/02/not-a-crime/) - Kids need help to reach their full potential Today’s guest author is Vickie Jarosz. Vickie is a stay at home mom from Peachtree City Georgia. She is the parent to four children (adopted) who suffered exposure to drugs and alcohol in-utero. Two of our kids were adopted from foster care have added issues from suffering early
- [The Allegory of the Closet](https://endseclusion.org/2019/10/28/the-allegory-of-the-closet/) - The nightmares from childhood trauma are first lived, then never lived down. I woke up this morning around 4:30 am in a cold sweat. I was awakened from a nightmare. It's a recurring nightmare for me. It's the kind of dream from which one awakens and feels it just happened, that all the sensations felt
- [From Paraprofessional to Restraint and Seclusion Advocate](https://endseclusion.org/2019/10/14/from-paraprofessional-to-restraint-and-seclusion-advocate/) - Today’s guest author is Molly Hoffard. Molly is a mother from Lakeville, Minnesota. She’s a Partners in Policymaking graduate, an end of life doula, a nonprofit director and an advocate for developmental disabilities. As a college student, I was sent by a temp staffing agency to work for the public schools as a paraprofessional. On my
- [A Moron Row, Knuckle Raps, and “Dunce Caps”](https://endseclusion.org/2019/11/10/a-moron-row-knuckle-raps-and-dunce-caps/) - I started school in 1958 in a classroom in a house in the little town of Lost Creek, West Virginia. According to my mother, I was ready for school two years before I could start because I set about mastering the set of skills necessary for students to learn before entering school that were listed
- [Segregation and Restraint](https://endseclusion.org/2019/12/13/segregation-and-restraint/) - A family's journey Today’s guest author is Amber Dawn. Amber is a resident of Des Moines, Iowa. Amber is an advocate for better teacher-parent relationships in the education system. Amber is a parent who's willing to stand up for her son and others. It all started in Kindergarten, a teacher told me something was wrong with my
- [Is your child being locked up at school in Canada?](https://endseclusion.org/2020/01/15/is-your-child-being-locked-up-at-school-in-canada/) - With the help of Silas Brown of Global News, we are finally able to tell our story, and to warn other parents about what happened to our non-verbal, autistic daughter Lily, at her old school.
- [Making Positive Change Through Negative Experiences](https://endseclusion.org/2020/02/04/making-positive-change-through-negative-experiences/) - The Story of Sam Maloney Today’s guest author is Debra Pierce Bellare. Debra has a background in education with a focus on alternative learning. Over the last ten years, she has been advocating to stop the harmful practice of restraint and seclusion used in the public and private school systems in New York State. Her son Sam,
- [Seclusion and Restraint: What we know, what we need to do and why it is important.](https://endseclusion.org/2019/09/01/seclusion-and-restraint-what-we-know-what-we-need-to-do-and-why-it-is-important/) - What do we know? We know that seclusion and restraint can lead to significant trauma, injury and even death.We know that seclusion and restraint are reactive strategies not proactive solutions to address challenging behaviors.We know that science does not show that seclusion and restraint are effective in behavioral modification.We know that seclusions and restraint disproportionately
- [Introducing Alexa Zagorites](https://endseclusion.org/2020/01/26/introducing-alexa-zagorites/) - Join me in welcoming Alexa Zagorites to the Alliance Against Seclusion and Restraint team. Alexa's daughter Gigi has faced seclusion & restraint within a classroom setting since 2008. Since her daughter was diagnosed with a chromosome disorder when she was two years old it has been my Alexa's life mission to not only protect Gigi but any other person who’s different by societal standards.
- [Tracking Legislation to Impact Change](https://endseclusion.org/2020/01/21/tracking-legislation-to-impact-change/) - Advocates and activists track legislation for a few reasons. Usually, mission driven, we seek strategy that has worked in other regions of the country in order to propose solutions to the issue we wish to impact.
- [Introducing Pamela Ononiwu](https://endseclusion.org/2019/12/29/introducing-pamela-ononiwu/) - Please join me an welcoming Pamela Ononiwu as a contributor to the Alliance Against Restraint and Seclusion.
- [Maryland use of restraint and seclusion increasing](https://endseclusion.org/2020/01/03/maryland-use-of-restraint-and-seclusion-increasing/) - According to a recent report from the Maryland State Department of Education, the use of restraint and seclusion is increasing in Maryland schools. The report, Restraint and Seclusion: Data Collection, Findings, and Recommendations 2018/19 indicated that there were 19,713 instances of restraints and 9,532 instances of seclusion reported during the 2018/19 reporting period.
- [Restraint and Seclusion: Where is the Outrage?](https://endseclusion.org/2019/12/11/restraint-and-seclusion-where-is-the-outrage/) - The harmful practices of seclusion and restraints have been in the public eye and before Congress and state Departments of Educations for over 20 years. There has been a sense of urgency for every parent whose child has been impacted, for advocacy groups and for legislators who have worked diligently to create changes, including through federal legislation.
- [Dear Colleague Letter: Restraint and Seclusion of Students with Disabilities (2016)](https://endseclusion.org/2019/11/27/dear-colleague-letter-restraint-and-seclusion-of-students-with-disabilities-2016/) - In December 2016 Catherine E. Lhamon, Assistant Secretary for Civil Rights, for the Department of Education Office of Civil Rights issued a Dear Colleague letter to provide guidance on how restraint and seclusion in schools can spur discrimination against students with disabilities, and recommendations for how educators and staff might approach discipline.
- [Restraint and Seclusion by the Numbers](https://endseclusion.org/2019/11/01/restraint-and-seclusion-by-the-numbers/) - The civil rights of disabled children and minorities are being violated Restraint and seclusion disproportionately impact disabled children and African American students in the United States. Many of the children impacted by restraint and seclusion are elementary school students as young as five years old. In the 2015–2016 school year over 122,000 students were restrained
- [Our visit to the Hill](https://endseclusion.org/2019/09/25/our-visit-to-the-hill/) - My Granddaughter, Denise, 13, and I participated in the National Council’s Hill Day through NAMI’s (National Alliance on Mental Illness) Youth Move. If you clicked on the link, you saw that the first day was spent learning about effective advocacy, getting an update on the political climate and digging deeper into areas of interest. Nicolle
- [Public Comment to the Maryland State Board of Education](https://endseclusion.org/2019/09/24/public-comment-to-the-maryland-state-board-of-education/) - Today I visited the Maryland State Board of Education in Baltimore, Maryland. My goal today was to follow up on an email I had previously sent to Superintendent Salmon and the Members of the State Board of Education. While MSDE did reply to my letter they did not answer any of my questions. Watch the
- [Talking about seclusion and restraint](https://endseclusion.org/2019/09/12/talking-about-seclusion-and-restraint/) - I was recently interviewed by Cheryl Ann Poe for Advocating 4 Kids. We had a great conversation about seclusion and restraint. A big theme for the discussion is that parents can make a difference. At times parents may feel alone and powerless, but if we work together we can influence change. See the full interview
- [Introducing Beth Tolley](https://endseclusion.org/2019/09/01/introducing-beth-tolley/) - Please join me an welcoming Beth Tolley as a contributor to the Alliance Against Restraint and Seclusion. Beth retired in 2018 from a leadership position in Virginia's lead agency for early intervention for infants and toddlers. Her experience as a parent and grandparent of children who have had or have behavioral challenges has fueled her
- [Eliminating Seclusion from our schools](https://endseclusion.org/2019/09/02/eliminating-seclusion-from-our-schools/) - What is seclusion? Seclusion means the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. This is not a simple timeout or break for a student. Seclusion is intended as a measure of last resort, that in many states should only be used in
- [Talk to your kids](https://endseclusion.org/2019/09/03/talk-to-your-kids/) - Something to consider as our children head back to school this year... Children often assume you are aware of everything that happens to them at school. If they are restrained and/or secluded they may assume that you are aware. Alternatively, they may feel shame or guilt for "getting in trouble" and not want to tell

## Pages

- [Homepage](https://endseclusion.org/) - Tell Us Why You Support the Keeping All Students Safe Act and why others should as well We have an opportunity right now to protect children, support educators, and change the culture of our schools. The Keeping All Students Safe Act has strong support from disability, civil rights, and education organizations, but it will only
- [In the News](https://endseclusion.org/about/in-the-news/) - In the News The Alliance Against Seclusion and Restraint is often cited in the media. Below are stories where our work has been mentioned. Keep up on the latest news and press where the Alliance Against Seclusion and Restraint is involved. Press Inquiries We are happy to provide background information and participate in interviews related
- [Our Team](https://endseclusion.org/about/the-aasr-team/) - Our Team We are a small but growing team of parents, advocates, educators, and others working to effect change, but we have a lot of work ahead of us. Meet the Alliance Against Seclusion and Restraint team! Guy Stephens Maryland, United StatesHe/Him/His Founder and Chief Executive Officer Guy Stephens is a passionate advocate and a
- [Volunteer Opportunities](https://endseclusion.org/action/join-the-alliance/volunteer-opportunities/) - Volunteer Opportunities Want to help us make a positive difference? Join our amazing team of volunteers to help us make change and meet our mission. Our work would not be possible without the help of our amazing volunteers. Our volunteer team is dedicated to reducing and eliminating the use of restraint and seclusion in schools
- [Our Affiliates](https://endseclusion.org/about/our-affiliates/) - Our Affiliates Alliance Against Seclusion and Restraint affiliate groups are state, provincial, local, national, international organizations and businesses that share our core values, philosophy, and policy positions. Alliance Against Seclusion and Restraint affiliate groups are state, provincial, local, national, international organizations and businesses that share our core values, philosophy, and policy positions. While not part
- [About](https://endseclusion.org/about/) - About The Alliance Against Seclusion and Restraint (AASR) was formed to raise awareness about the use of aversive discipline practices, including restraint, seclusion, suspension, expulsion, and corporal punishment. The Alliance Against Seclusion and Restraint (AASR) was formed to raise awareness about the use of aversive discipline practices, including restraint, seclusion, suspension, expulsion, and corporal punishment.
- [Presentations and Speaking Engagements](https://endseclusion.org/our-services/presentations-and-speaking-engagements/) - Presentations and Speaking Engagements Our executive director, Guy Stephens, is available to present to your organization or for your special event. Contact Us Our executive director, Guy Stephens, is available to present to your organization or for your special event. Guy has presented at state, national, and international conferences as well as for graduate and
- [Our Services](https://endseclusion.org/our-services/) - Our Services Is your school or local education agency looking to reduce and eliminate practices including restraint, seclusion, suspension, expulsion, and corporal punishment? The first step on that journey is resolving to change and realizing that you can do better for your students, teachers, and staff. Contact Us Is your school or local education agency
- [Book Studies](https://endseclusion.org/our-services/book-studies/) - Book Studies We have a fantastic opportunity if you want to learn more and connect with like-minded individuals. Building community through personal and professional growth At the Alliance Against Seclusion and Restraint, we deeply value learning and connection. We invite you to join a wonderful opportunity to engage with like-minded parents, educators, and self-advocates through
- [Make a Donation](https://endseclusion.org/donate/make-a-donation/) - Make A Donation 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. 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
- [Donate](https://endseclusion.org/donate/) - Donate Your contribution is more than just a donation; it helps us create safer schools for students, teachers, and staff. Restraint and seclusion are outdated crisis management techniques that are commonly used in schools across the nation and beyond. Restraint and seclusion are disproportionately used on disabled, Black, and brown children. Restraint and seclusion are
- [Sponsors and Defenders](https://endseclusion.org/action/join-the-alliance/17287-2/) - Sponsors and Defenders Meet our Sponsors and Defenders who support our work and mission Our members support the work at the Alliance Against Seclusion and Restraint. Our high-level memberships include our sponsors and defenders. Learn how to become a member of the Alliance Against Seclusion and Restraint and support the needed change. Sponsors Sponsors donate
- [Join The Alliance](https://endseclusion.org/action/join-the-alliance/) - Join the Alliance Join the Alliance Against Seclusion and Restraint and be part of a powerful movement to end harmful practices in schools and other settings. Join Us Join the Alliance Against Seclusion and Restraint and become a catalyst for change in how we support and protect vulnerable individuals. Your membership empowers our collective voice,
- [Newsletter](https://endseclusion.org/resources/newsletter/) - Newsletter Stay up-to-date on the work of the Alliance Against Seclusion and Restraint by signing up for our monthly newsletter. Sign up for our monthly enewletter and keep up on the latest news and events related to our work. Once a month, we will send you updates, including our latest articles and podcast. Subscribe
- [Share a Video to Support the Keeping All Students Safe Act](https://endseclusion.org/action/share-a-video-to-support-the-keeping-all-students-safe-act/) - Share a Video to Support the Keeping All Students Safe Act Create a 30-60 second video and help support this important legislation Keeping All Students Safe Act The Keeping All Students Safe Act was recently reintroduced by Congress. The proposed legislation prohibits seclusion and dangerous restraints like mechanical, chemical, or breathing-restricting practices in federally funded
- [Articles](https://endseclusion.org/articles/) - Featured Articles Read some of our featured articles, and learn more about our work and our mission. Check out some of our featured articles and research. Alternatively, you can view all the latest articles. Interested in writing an article for us, feel free to reach out. A Twenty-First Century Approach to Supporting All Students Over
- [Testimonial](https://endseclusion.org/action/testimonial/) - Testimonial Please share your testimonial about how the Alliance Against Seclusion and Restraint has support you or perhaps your family Please share a short testimonial about how the Alliance Against Seclusion and Restraint has helped you or your family. Focus on the impact we’ve had—such as support, resources, or advocacy—and keep your message brief (just
- [Beyond Behaviorism: Virtual Conference](https://endseclusion.org/beyond-behaviorism-conference/) - Beyond Behaviorism Virtual Conference Understanding the Controversy and Exploring Alternatives Order the Replay Event Details Ready to critically dive into the topic of behaviorism and explore alternatives? If so, join us for “Beyond Behaviorism,” a groundbreaking conference where we explore the controversy and alternatives to approaches rooted in behaviorism! The live event is over, but
- [Education or incarceration?](https://endseclusion.org/articles/education-or-incarceration/) - Education or Incarceration? The purpose of this paper is to review the events and processes that have occurred over the past decades that have led to the changes in how the behaviors of children and youth are perceived and treated, the rise in disproportionality of disciplinary responses, and the efforts to reverse the trend to
- [Professional Development](https://endseclusion.org/our-services/professional-development/) - Professional Development Our professional development programs focus on trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative approaches to supporting all children. The Alliance Against Seclusion and Restraint (AASR) offers professional development for educators and others aimed at creating safer and more supportive environments for children. Our training programs focus on trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative approaches
- [Beyond Behaviorism: Scholarship Application](https://endseclusion.org/beyond-behaviorism-scholarship-application/) - Scholarship Application Beyond Behaviorism Virtual ConferenceUnderstanding the Controversy and Exploring Alternatives Ready to move Beyond Behaviorism and discover trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative approaches? If so, join us for “Beyond Behaviorism,” a groundbreaking conference where we will explore the controversy and explore better ways to support all humans. Our Sponsors Thanks to the support of
- [Parent/Caregiver Guide Advocacy Resources](https://endseclusion.org/resources/parent-caregiver-guide/parent-caregiver-guide-advocacy-resources/) - Parent/Caregiver Guide Advocacy Resources Parental advocacy resources to access to when a child has been restraint or secluded. Parental advocacy resources to access to when a child has been restraint or secluded. IEP Advice Individual State Educational Agencies Virginia Missouri Utah Office of Special Education Programs (OSEP) State Parent Training Centers – Find your state's
- [Beyond Behaviorism: Lived Experience Panel](https://endseclusion.org/beyond-behaviorism-lived-experience/) - Lived Experience Panel Are you autistic with lived experiences related to Applied Behavior Analysis (ABA)? Would you like to volunteer to join us for a live panel discussion about your experience?
- [Beyond Behaviorism: Request for Proposals](https://endseclusion.org/rfp-beyond-behaviorism/) - Request for Proposals Are you passionate about moving beyond behaviorism and supporting trauma-informed, neuroscience-aligned, neurodiversity-affirming, relationship-driven, and collaborative approaches? Do you want to share you knowledge and experience? If so, please use the form below to submit a proposal for our upcoming virtual conference. Submissions Closed Thank you for your interest. We will be planning
- [Podcast (AASR Live)](https://endseclusion.org/resources/podcast/) - Podcast Join us every two weeks for the Alliance Against Seclusion and Restraint Live podcast. We have many amazing guests and topics. Join us every other Thursday at 3:30 (ET) for AASR Live. AASR Live is the Alliance Against Seclusion and Restraint’s bi-weekly live video/audio podcast. We began AASR Live on April 23rd, 2020, and
- [2025 Supporting All Brains Conference](https://endseclusion.org/2025-supporting-all-brains-conference/) - Supporting All Brains How Neuroscience and Neurodiversity-Affirming Approaches Can Better Support All Students, Teachers, and Staff Order the RePlay Event Details Ready to explore neuroscience-aligned and neurodiversity-affirming approaches to better support all students, teachers, and staff? If so, join us for "Supporting All Brains," a groundbreaking conference where all brains are supported and valued! The
- [Volunteer Information](https://endseclusion.org/action/join-the-alliance/volunteer-opportunities/volunteer-info/) - Volunteer Information Want to help us make a positive difference? Join our amazing team of volunteers to help us make change and meet our mission. We are excited to have you join the team. Please complete the volunteer information form below. Contact us if you have any questions or concerns.
- [Volunteer Agreement](https://endseclusion.org/action/join-the-alliance/volunteer-opportunities/agreement/) - Volunteer Agreement Want to help us make a positive difference? Join our amazing team of volunteers to help us make change and meet our mission. We are excited to have you join the team. Please complete the volunteer agreement below. Contact us if you have any questions or concerns.
- [Scholarship Application](https://endseclusion.org/2025-supporting-all-brains-conference/scholarship/) - Scholarship Application Supporting All Brains: How Neuroscience and Neurodiversity-Affirming Approaches Can Better Support All Students, Teachers, and Staff Scholarship Application Ready to explore neuroscience-aligned and neurodiversity-affirming approaches to better support all students, teachers, and staff? If so, join us for "Supporting All Brains," a groundbreaking conference where all brains are supported and valued! Our Sponsors
- [Consulting](https://endseclusion.org/our-services/consulting/) - Consulting Are you looking to reduce and eliminate the use of punitive discipline practices such as restraint, seclusion, suspension, expulsion and/or corporal punishment? If so the Alliance Against Seclusion and Restraint can help. Contact Us! Are you looking to reduce and eliminate the use of punitive discipline practices such as restraint, seclusion, suspension, expulsion and/or
- [Tell Congress It's Time To Pass The Keeping All Students Safe Act](https://endseclusion.org/action/ask-congress-to-pass-the-keeping-all-students-safe-act/) - Ask Congress We need Congress to pass the Keeping All Students Safe Act to end seclusion and prone restraint in our schools nationwide. Take Action Sign on to an open letter to Congress asking them to support the Keeping All Students Safe Act. The Letter I am writing today to ask you to support the Keeping
- [Share Your Story](https://endseclusion.org/action/share-your-story/) - Share Your Story Our stories are powerful and can lead to positive change. It can be difficult to share your experience, but it can be a powerful way to influence change. While they can be difficult to share, our stories are critical for influencing change. Our stories help others to realize that they are not
- [Virtual Restraint and Seclusion Survivor Group](https://endseclusion.org/action/virtual-restraint-and-seclusion-survivor-group/) - Virtual Restraint and Seclusion Survivor Group We have created a Discord community for people who have survived restraint and seclusion. The Alliance Against Seclusion and Restraint is starting a Virtual Survivor Group. We have created a Discord community for people who have survived restraint and seclusion. Members will be able to share thoughts with each
- [Parent/Caregiver Support Resources](https://endseclusion.org/resources/parent-caregiver-guide/parent-caregiver-support-resources/) - Parent/Caregiver Support Resources Legal Advice Finding resources is critical, and there are organizations that can help. Legal Advice National Disability Rights Network: The National Disability Rights Network works in Washington, DC on behalf of the Protection and Advocacy Systems (P&As) and Client Assistance Programs (CAPs), the nation’s largest providers of legal advocacy services for people
- [Parent/Caregiver Guide: Glossary & Terms](https://endseclusion.org/resources/parent-caregiver-guide/parent-caregiver-guide-glossary-terms/) - Parent/Caregiver Guide: Glossary & Terms The following definitions are taken from the 2021 version of the Keeping All Students Safe Act (KASSA) bill1 unless otherwise noted. Glossary & Terms There is currently no federal law that defines restraint and seclusion, so definitions of the terms will vary by state and local school district. The following definitions
- [Parent/Caregiver Guide Advocacy Research](https://endseclusion.org/resources/parent-caregiver-guide/parent-caregiver-guide-advocacy-research/) - Parent/Caregiver Guide Advocacy Research Research can be helpful in your effort to advocate for change. Here are some resources: Recognizing Student Fear: The Elephant in the Classroom Persistent Fear and Anxiety Can Effect Young Childrens Development The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in aspecial education school
- [Parent/Caregiver Guide](https://endseclusion.org/resources/parent-caregiver-guide/) - Parent/Caregiver Guide This guide was developed by parents of children who were restrained and secluded to point you to resources that you can use to support your child and take steps to keep them safe. Finding out your child has been restrained or secluded in school can be an overwhelming, frightening experience. You may feel
- [Model Legislation Advocacy Toolkit](https://endseclusion.org/action/model-legislation-advocacy-toolkit/) - Model Legislation Advocacy Toolkit Here we present model legislation that you can introduce to your state-level representatives. We attempt to demystify the process and help you craft your story along the way. Restraint and seclusion are crisis management strategies that are used in many schools across the nation. Physical restraint is exactly what it sounds
- [Toolkit: Resources/Allies to Know](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-resources-allies-to-know/) - Toolkit: Resources/Allies to Know Learn more about other great organizations doing work in this space. Here are some great resources for learning more. Studio 3 is an international organisation specialising in behaviour consultancy, clinical services, training and coaching in the management of distressed behaviour. They are the originators of the Low Arousal Approach, and strong advocates
- [Toolkit: What's Your Story](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-whats-your-story/) - Toolkit: What's Your Story Storytelling is a powerful tool to influence change. Learn how to tell your story in a way to make a powerful impact. As you begin by reflecting and writing about your experience, using an "and," "but," "therefore" narrative can help you structure your story in a clear and concise way. You
- [Toolkit: Demystifying the Legislative Process](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-demystifying-the-legislative-process/) - Toolkit: Demystifying the Legislative Process So you're ready to advocate, now what? Follow the map below to find out. Ready to get started? Follow the map below to begin your advocacy journey. If you do your research on the issue, reflect on your personal experience with it, and prepare a 3-5-minute story that concludes with
- [Toolkit: Definitions](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-definitions/) - Toolkits: Definitions Below are definition recommended for inclusion with your state law. Chemical restraint: A drug or medication used on a student to control behavior or restrict freedom of movement that is not prescribed by a licensed physician, or other qualified health professional acting under the scope of the professional’s authority under State law, for the
- [Toolkit: Quotes from Diverse Stakeholders](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-quotes-from-diverse-stakeholders/) - Toolkit: Quotes from Diverse Stakeholders 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.
- [Toolkit: Quotes from Self-advocates](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-quotes-from-self-advocates/) - Toolkit: Quotes from Self-Advocates Below are quotes from a few of the self-advocate that were interviewed as part of the research phase to develop the toolkit. Original art by Mina Han
- [The Issues](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-the-issues/) - The Issues Navigating life's intricate fabric, choices unfold paths to the extraordinary, demanding creativity, curiosity, and courage for a truly fulfilling journey. The use of restraint and/or seclusion can cause serious physical injuries and lifelong trauma to students, teachers, and staff. Sadly, children have even died due to the use of restraint and seclusion. There is no evidence
- [Toolkit: Model State Legislation](https://endseclusion.org/action/model-legislation-advocacy-toolkit/toolkit-model-state-legislation/) - Recommendations for Legislation What follows are recommendations that you can take to your elected representatives to improve the restraint and seclusion legislation in your state. Bans and prohibition A complete ban on the use of seclusion in all public, nonpublic, and private schools. A complete ban on the use of mechanical, supine, and prone restraint in all public, nonpublic,
- [Resources](https://endseclusion.org/resources/) - Resources Here are resources to help you in your journey whether you are a parent, caregiver, teacher, related professional or administrator. Below are some of the resources we are making available to help you in your efforts to reduce and eliminate the use of restraint and seclusion. Laws and Policies Today there is a patchwork
- [News and Stories](https://endseclusion.org/news-and-stories/) - News & Stories We publish stories every week from parents, caregivers, self-advocates, teachers, administrators, occupational therapist, social workers, school counselors, psychologists and other related professionals. Read some of our latest news and stories. We publish stories every week from parents, caregivers, self-advocates, teachers, administrators, occupational therapist, social workers, school counselors, psychologists and other related professionals.
- [The problem with behaviorism](https://endseclusion.org/articles/the-problem-with-behaviorism/) - The Problem with Behaviorism This article provides the history of positive behavior intervention and supports, and the harm and contribution that approach is making to the disproportionate discipline rates for children with disabilities. There are better ways to work with behaviorally challenging children The “solution” recommended for schools and school systems where there are issues
- [References](https://endseclusion.org/articles/references/) - References This page contains numerous resources and links that might be helpful to anyone conducting research on the use of restraint and seclusion. The following are selected references related to the use of restraint and seclusion. This is not intended as comprehensive listing of resources. If you have a resource to suggest please contact us.
- [A twenty-first century approach to supporting all students](https://endseclusion.org/articles/a-twenty-first-century-approach-to-supporting-all-students/) - Click on the links below to learn more about how these approaches are working in schools throughout the world. Voices of CPS (Collaborative and Proactive Solutions). People who have implemented CPS speak out about their experiences. Here is an example of the use of Collaborative and Proactive Solutions with an entire class. Grafton Integrated Health
- [Needed Change: Moving away from restraint and seclusion](https://endseclusion.org/resources/change/) - Trailer for film This is not about me "What is it like to be autistic and non-speaking in a world that has already made up its mind about you? This Is Not About Me tells the story of Jordyn Zimmerman. Jordyn dreamt of becoming a teacher. She started out eager to learn at school, but
- [Laws and Policies for the Use of Restraint and Seclusion in Schools in North America](https://endseclusion.org/resources/laws-and-policies-for-the-use-of-restraint-and-seclusion-in-schools-in-north-america/) - Laws and Policies Laws and guidelines vary considerable across the United States in terms of the use of restraint and seclusion in schools. Today there is a patchwork of policies, guidelines, and regulations that differ from state to state and from school district to school district and setting to setting in terms of the use
- [Take Action](https://endseclusion.org/action/) - Take Action What can you do to impact change? What actions can you take to reduce and eliminate the use of punitive and exclusionary discipline? If you want to impact change, it is time to take action. There are many ways that you can influence change. Here are some of the things you can do
- [Contact](https://endseclusion.org/about/contact-us/) - Contact Us If you'd like to touch base with us please use the contact form below. We will make an effort to get back to you shortly, within 72 hours in most cases. Get in Touch Alliance Against Seclusion and Restraint Inc.7252 Benedict Avenue Suite 7Benedict, Maryland 20612(866) 667-2576 Press Inquiries We are happy to
- [Our Mission](https://endseclusion.org/about/mission/) - Our Mission We are driven by a clear mission and vision. We want to reduce and eliminate punitive and exclusionary discipline and disrupt the school-to-prison pipeline Introductory Statement, Restraint, seclusion, suspension, expulsion, and corporal punishment are harmful discipline approaches commonly used in schools. These punitive disciplinary practices are disproportionately used on disabled, Black, and brown
- [Community Standards](https://endseclusion.org/about/community-standards/) - Community Standards Navigating life's intricate fabric, choices unfold paths to the extraordinary, demanding creativity, curiosity, and courage for a truly fulfilling journey. The AASR social media platforms are intended to support a community that is interested in impacting positive change related to the use of restraint and seclusion in schools and supporting our mission, vision,
- [Shop](https://endseclusion.org/donate/shop/) - Shop Get yourself a cool shirt or hoodie and support our work and our mission. Do you want to show your support for The Alliance Against Seclusion and Restraint or against the use of restraint and seclusion? We now have merchandise available on Printify. If you don't see what you're looking for, contact us and
- [Resources about 21st Century Approaches to Support Children and Youth who Struggle](https://endseclusion.org/articles/research-resources/) - Reason for Hope! Making Schools More Human: The Pandemic Showed Us That Education Was Broken. It also Showed Us How to Fix it. Child Psychiatrists, Child Psychologists, Neuroscientists, Clinicians and Educators Dr. Mona Delahooke, after years of experience as a psychologist, felt that something was missing. She sought additional education and training with Stanley Greenspan and Serena Wieder
- [Messages for Mona](https://endseclusion.org/messages-for-mona/) - On Sunday, August 20th, Mona Delahooke, Ph.D., suffered a ruptured brain aneurysm. She has remained hospitalized in critical condition. Her family has been with her every hour of the day and shared that Mona has the best team of neurologists and doctors in the world. Mona is one of the most amazing people I have
- [Documentary Project](https://endseclusion.org/donate/documentary-project/) - We need your help! To make this full-length documentary a reality, we need your support. We need to raise a minimum of $100,000 to complete the filming, editing, and production of the documentary. Your donation can help make this project a reality. Restrained and Secluded in the Schoolhouse (Trailer) About the film In this full-length
- [Recent Links](https://endseclusion.org/recent-links/) - Looking for recent links or stories you saw on your favorite social media channels? Here are the most recent 25 stories we shared on our social media channels. Mouse over the link to get a preview. If you can't find what you are looking for feel free to contact us.
- [Compliance to compassion: Supporting students, teachers, and staff in challenging times](https://endseclusion.org/events/fall2022event/) - Tickets Now on Sale! The Alliance Against Seclusion & Restraint and the Attachment & Trauma Network, Inc. are planning a special full-day virtual event to be held on October 14th, 2022. Buy Tickets Now! About the event The past two years have been challenging - teachers, children, and families are struggling. There has been an
- [Events](https://endseclusion.org/events/)
- [Thanks for signing up](https://endseclusion.org/action/thanks-for-signing-up/) - We received your signup for our monthly e-newsletter.

## Categories

- [School](https://endseclusion.org/category/school/)
- [People](https://endseclusion.org/category/people/) - Stories about people working on the issue of seclusion and restraint.
- [Story](https://endseclusion.org/category/story/)
- [Advocacy](https://endseclusion.org/category/advocacy/)
- [Data](https://endseclusion.org/category/data/)
- [Seclusion](https://endseclusion.org/category/seclusion/)
- [Restraint](https://endseclusion.org/category/restraint/) - Articles about restraint. Restraint is a personal restriction that immobilizes or reduces the ability of a student to move the student’s torso, arms, legs, or head freely.
- [Challenging behavior](https://endseclusion.org/category/challenging-behavior/) - Articles about challenging behaviors.
- [Statement](https://endseclusion.org/category/statement/)
- [Book review](https://endseclusion.org/category/book-review/)
- [Press Release](https://endseclusion.org/category/press-release/)
- [Survivor Story](https://endseclusion.org/category/survivor-story/)
- [Parenting](https://endseclusion.org/category/parenting/)
- [Legislation](https://endseclusion.org/category/legislation/)
- [Equity](https://endseclusion.org/category/equity/)
- [Science](https://endseclusion.org/category/science/)
- [Brain](https://endseclusion.org/category/brain/)
- [Trauma](https://endseclusion.org/category/trauma/)
- [Education](https://endseclusion.org/category/education/)
- [Troubled Teen Industry](https://endseclusion.org/category/troubled-teen-industry/)
- [Event](https://endseclusion.org/category/event/)
- [Corporal Punishment](https://endseclusion.org/category/corporal-punishment/)
- [Training](https://endseclusion.org/category/training/)
- [Trauma-informed](https://endseclusion.org/category/trauma-informed/)
- [Teacher Union](https://endseclusion.org/category/teacher-union/)
- [Rewards and Consequences](https://endseclusion.org/category/rewards-and-consequences/)
- [Residential](https://endseclusion.org/category/residential/)
- [Neurodiversity-Affirming](https://endseclusion.org/category/neurodiversity-affirming/)
- [Neuroscience-aligned](https://endseclusion.org/category/neuroscience-aligned/)
- [Behaviorism](https://endseclusion.org/category/behaviorism/)
- [Home Feature](https://endseclusion.org/category/home-feature/)

## Tags

- [School](https://endseclusion.org/tag/school/)
- [legislation](https://endseclusion.org/tag/legislation/)
- [policy](https://endseclusion.org/tag/policy/)
- [Seclusion](https://endseclusion.org/tag/seclusion/)
- [Dr. Ross Greene](https://endseclusion.org/tag/dr-ross-greene/)
- [Collaborative Proactive Solutions](https://endseclusion.org/tag/collaborative-proactive-solutions/)
- [school-to-prison pipeline](https://endseclusion.org/tag/school-to-prison-pipeline/)
- [KASSA](https://endseclusion.org/tag/kassa/)
- [Low Arousal](https://endseclusion.org/tag/low-arousal/)
- [Music](https://endseclusion.org/tag/music/)
- [Sia](https://endseclusion.org/tag/sia/)
- [nervous system](https://endseclusion.org/tag/nervous-system/)
- [polyvagal](https://endseclusion.org/tag/polyvagal/)
- [behaviorism](https://endseclusion.org/tag/behaviorism/)
- [social model](https://endseclusion.org/tag/social-model/)
- [medical model](https://endseclusion.org/tag/medical-model/)
- [Civil Rights](https://endseclusion.org/tag/civil-rights/)
- [Office of Civil Rights](https://endseclusion.org/tag/office-of-civil-rights/)
- [Medicaid Waiver](https://endseclusion.org/tag/medicaid-waiver/)
- [OCR](https://endseclusion.org/tag/ocr/)
- [cameras](https://endseclusion.org/tag/cameras/)
- [Neuroplasticity](https://endseclusion.org/tag/neuroplasticity/)
- [Assistive and Augmentative Communication](https://endseclusion.org/tag/assistive-and-augmentative-communication/)
- [Iceland](https://endseclusion.org/tag/iceland/)
- [BIP](https://endseclusion.org/tag/bip/)
- [FBA](https://endseclusion.org/tag/fba/)
- [Donate](https://endseclusion.org/tag/donate/)
- [Teacher](https://endseclusion.org/tag/teacher/)
- [Department of Justice](https://endseclusion.org/tag/department-of-justice/)
- [DOJ](https://endseclusion.org/tag/doj/)
- [MSDE](https://endseclusion.org/tag/msde/)
- [foia](https://endseclusion.org/tag/foia/)
- [pia](https://endseclusion.org/tag/pia/)
- [Maryland](https://endseclusion.org/tag/maryland/)
- [Mona Delahooke](https://endseclusion.org/tag/mona-delahooke/)
- [AAC](https://endseclusion.org/tag/aac/)
- [An Avoidable Crisis](https://endseclusion.org/tag/an-avoidable-crisis/)
- [Action Alert](https://endseclusion.org/tag/action-alert/)
- [Exceptional Needs Today!](https://endseclusion.org/tag/exceptional-needs-today/)
- [Catholic](https://endseclusion.org/tag/catholic/)
- [stress](https://endseclusion.org/tag/stress/)
- [Self-Reg](https://endseclusion.org/tag/self-reg/)
- [Maryland State Education Association](https://endseclusion.org/tag/maryland-state-education-association/)
- [New Jersey](https://endseclusion.org/tag/new-jersey/)
- [Round Rock ISD](https://endseclusion.org/tag/round-rock-isd/)
- [New Hanover County](https://endseclusion.org/tag/new-hanover-county/)
- [documentary](https://endseclusion.org/tag/documentary/)
- [Crisis Prevention Institute](https://endseclusion.org/tag/crisis-prevention-institute/)
- [Isolation](https://endseclusion.org/tag/isolation/)
- [Unschooling](https://endseclusion.org/tag/unschooling/)
- [Summer Symposium](https://endseclusion.org/tag/summer-symposium/)
- [Point and Level Systems](https://endseclusion.org/tag/point-and-level-systems/)
- [Jordan School District](https://endseclusion.org/tag/jordan-school-district/)
- [Fifth Anniversary](https://endseclusion.org/tag/fifth-anniversary/)
- [Volunteer](https://endseclusion.org/tag/volunteer/)
- [StopTheShock](https://endseclusion.org/tag/stoptheshock/)
- [ABA](https://endseclusion.org/tag/aba/)
- [FDA](https://endseclusion.org/tag/fda/)
- [Stop The Shock](https://endseclusion.org/tag/stop-the-shock/)
- [PBIS](https://endseclusion.org/tag/pbis/)
- [Troubled Teen](https://endseclusion.org/tag/troubled-teen/)
- [TTI](https://endseclusion.org/tag/tti/)
- [Reframing Behavior](https://endseclusion.org/tag/reframing-behavior/)
- [SEL](https://endseclusion.org/tag/sel/)
- [Social and Emotional Learning](https://endseclusion.org/tag/social-and-emotional-learning/)
- [Applied Educational Neuroscience](https://endseclusion.org/tag/applied-educational-neuroscience/)
- [Universal Design](https://endseclusion.org/tag/universal-design/)
- [Cerebral Palsy](https://endseclusion.org/tag/cerebral-palsy/)
- [Ableism](https://endseclusion.org/tag/ableism/)
- [Dancing with Stingrays: Reflecting on Disability Pride Month](https://endseclusion.org/tag/dancing-with-stingrays-reflecting-on-disability-pride-month/)
- [sensory processing](https://endseclusion.org/tag/sensory-processing/)
- [sensory room](https://endseclusion.org/tag/sensory-room/)
- [AEN](https://endseclusion.org/tag/aen/)
- [Neuroscience](https://endseclusion.org/tag/neuroscience/)
- [nonspeaking](https://endseclusion.org/tag/nonspeaking/)
- [Literature Review](https://endseclusion.org/tag/literature-review/)
- [collaboration](https://endseclusion.org/tag/collaboration/)
- [Occupational Therapy](https://endseclusion.org/tag/occupational-therapy/)
- [IDD](https://endseclusion.org/tag/idd/)
- [PDA](https://endseclusion.org/tag/pda/)
- [Ellsworth School District](https://endseclusion.org/tag/ellsworth-school-district/)
- [Maine](https://endseclusion.org/tag/maine/)
- [Informal Removal](https://endseclusion.org/tag/informal-removal/)
- [anxiety](https://endseclusion.org/tag/anxiety/)
- [Functional Behavioral Assessment](https://endseclusion.org/tag/functional-behavioral-assessment/)
- [Higher Education](https://endseclusion.org/tag/higher-education/)
- [University](https://endseclusion.org/tag/university/)
- [Funding](https://endseclusion.org/tag/funding/)
- [Cross Creek](https://endseclusion.org/tag/cross-creek/)
- [Illinois](https://endseclusion.org/tag/illinois/)
- [Colorado](https://endseclusion.org/tag/colorado/)
- [Massachusetts](https://endseclusion.org/tag/massachusetts/)
- [echolalia](https://endseclusion.org/tag/echolalia/)
- [Minnesota](https://endseclusion.org/tag/minnesota/)
- [Louisiana](https://endseclusion.org/tag/louisiana/)
- [Research](https://endseclusion.org/tag/research/)
- [rewards](https://endseclusion.org/tag/rewards/)
- [Social Emotional Learning](https://endseclusion.org/tag/social-emotional-learning/)
- [calm-down space](https://endseclusion.org/tag/calm-down-space/)
- [Police](https://endseclusion.org/tag/police/)
- [Prone Restraint](https://endseclusion.org/tag/prone-restraint/)
- [School Board](https://endseclusion.org/tag/school-board/)
- [Diversity](https://endseclusion.org/tag/diversity/)
- [Equity](https://endseclusion.org/tag/equity/)
- [Inclusion](https://endseclusion.org/tag/inclusion/)
- [Accessibility](https://endseclusion.org/tag/accessibility/)
- [Canada](https://endseclusion.org/tag/canada/)
- [Oregon](https://endseclusion.org/tag/oregon/)
- [Judge Rotenberg Center](https://endseclusion.org/tag/judge-rotenberg-center/)
- [Pennsylvania](https://endseclusion.org/tag/pennsylvania/)
- [North Carolina](https://endseclusion.org/tag/north-carolina/)
- [Suspension](https://endseclusion.org/tag/suspension/)
- [exclusion](https://endseclusion.org/tag/exclusion/)
- [Applied Behavior Analysis](https://endseclusion.org/tag/applied-behavior-analysis/)
- [Play](https://endseclusion.org/tag/play/)
- [2eA](https://endseclusion.org/tag/2ea/)
- [Special Education](https://endseclusion.org/tag/special-education/)
- [Wisconsin](https://endseclusion.org/tag/wisconsin/)
- [donation](https://endseclusion.org/tag/donation/)
- [Fundraising](https://endseclusion.org/tag/fundraising/)
- [expulsion](https://endseclusion.org/tag/expulsion/)
- [informal removals](https://endseclusion.org/tag/informal-removals/)
- [weather](https://endseclusion.org/tag/weather/)
- [Washington](https://endseclusion.org/tag/washington/)
- [Texas](https://endseclusion.org/tag/texas/)
- [Autism](https://endseclusion.org/tag/autism/)
- [Connecticut](https://endseclusion.org/tag/connecticut/)
- [WEL-Systems®](https://endseclusion.org/tag/wel-systems/)
- [Restorative Justice](https://endseclusion.org/tag/restorative-justice/)

## Authors

- [Guy Stephens](https://endseclusion.org/author/endseclusion/)
- [Jennifer Litton Tidd](https://endseclusion.org/author/wpjennifertidd/)
- [Beth Tolley](https://endseclusion.org/author/wpbethtolley/)
- [Guest Blogger](https://endseclusion.org/author/wpguestuser99/)
- [Daya Chaney Webb](https://endseclusion.org/author/wpdayawebb/)
- [Alexander Campbell](https://endseclusion.org/author/alexander-campbell/)
- [Amer Moosa](https://endseclusion.org/author/amer-moosa/)
- [Jane Hodell](https://endseclusion.org/author/jane-hodell/)
- [Teresa Olafson](https://endseclusion.org/author/teresa-olafson/)
- [Chantelle Hyde](https://endseclusion.org/author/chantelle-hyde/)
- [Karen Bures](https://endseclusion.org/author/karen-bures/)
- [Heathyr Watson](https://endseclusion.org/author/heathyr-watson/)
- [Brian Dalla Mura](https://endseclusion.org/author/brian-dalla-mura/)
- [Courtney Litzinger](https://endseclusion.org/author/courtney-litzinger/)
- [Connie Persike](https://endseclusion.org/author/connie-persike/)
- [Jennifer Abbanat](https://endseclusion.org/author/jennifer-abbanat/)
- [Rob Beltz](https://endseclusion.org/author/rob-beltz/)
- [Eliphaz Costus](https://endseclusion.org/author/eliphaz-costus/)
- [Amy Kriewaldt](https://endseclusion.org/author/amy-kriewaldt/)
- [Alice Mae Hudson](https://endseclusion.org/author/alice-mae-hudson/)
- [Anonymous](https://endseclusion.org/author/anonymous-parent/)
- [Emma Braun](https://endseclusion.org/author/emma-braun/)
- [Sarah Johnston-Waugh](https://endseclusion.org/author/sarah-johnston-waugh/)
- [Lisa Hernandez](https://endseclusion.org/author/lisa-hernandez/)
- [Rebecca Engle](https://endseclusion.org/author/rebecca-engle/)
- [Dr. Arielle Silverman](https://endseclusion.org/author/dr-arielle-silverman/)
- [Ande Quercus](https://endseclusion.org/author/ande-quercus/)
- [Val Luther](https://endseclusion.org/author/val-luther/)
- [Trisha Thompson](https://endseclusion.org/author/trisha-thompson/)
- [Angie Vigliotti](https://endseclusion.org/author/angie-vigliotti/)
- [Christopher Ripke](https://endseclusion.org/author/christopher-ripke/)
- [Amy Mason](https://endseclusion.org/author/amy-mason/)
- [Rome Icasiano](https://endseclusion.org/author/rome-icasiano/)
- [Safaa Elbanna](https://endseclusion.org/author/safaa-elbanna/)
- [Melissa Custer](https://endseclusion.org/author/melissa-custer/)
- [Shelby Witmer](https://endseclusion.org/author/shelby-witmer/)
- [Courtney Hart](https://endseclusion.org/author/courtney-hart/)
- [Jennifer LaRocco](https://endseclusion.org/author/jennifer-larocco/)
- [Erin Grimm](https://endseclusion.org/author/erin-grimm/)
- [Ciara Dwyer](https://endseclusion.org/author/ciara-dwyer/)
- [Anna Weber](https://endseclusion.org/author/anna-weber/)
- [Venkata Srinivas Reddy Eddula](https://endseclusion.org/author/venkata-srinivas-reddy-eddula/)
- [Fiona Quirk](https://endseclusion.org/author/fiona-quirk/)
- [Karyn Harvey PhD](https://endseclusion.org/author/karyn-harvey-phd/)
- [Sidney McGillicky](https://endseclusion.org/author/sidney-mcgillicky/)
- [Dr. Nikhat Mansoori](https://endseclusion.org/author/dr-nikhat-mansoori/)
- [Dr. Lori Desautels](https://endseclusion.org/author/dr-lori-desautels/)
- [Jason Bredle](https://endseclusion.org/author/jason-bredle/)
- [Jessy Greer](https://endseclusion.org/author/jessy-greer/)
- [Julie Bentley-Sikes](https://endseclusion.org/author/julie-bentley-sikes/)
- [Katheryn Bermann](https://endseclusion.org/author/katheryn-bermann/)
- [Kelly Graziano](https://endseclusion.org/author/kelly-graziano/)
- [Sarah Hyatt](https://endseclusion.org/author/sarah-hyatt/)
- [Kaci Smart](https://endseclusion.org/author/kaci-smart/)
- [Kenzie Joly](https://endseclusion.org/author/kenzie-joly/)
- [Leo Stephens](https://endseclusion.org/author/leo-stephens/)
- [Athena Agustin](https://endseclusion.org/author/athena-agustin/)
- [Lara Oberman](https://endseclusion.org/author/lara-oberman/)
- [Rikki Garcia](https://endseclusion.org/author/rikki-garcia/)
- [Emily LaMarca](https://endseclusion.org/author/emily-lamarca/)
- [Karl Forehand](https://endseclusion.org/author/karl-forehand/)
- [Rashi Kothari](https://endseclusion.org/author/rashi-kothari/)
- [Peter Rawitsch](https://endseclusion.org/author/peter-rawitsch/)
- [Sarah McLuckie](https://endseclusion.org/author/sarah-mcluckie/)
- [Fatema Rehmani](https://endseclusion.org/author/fatema-rehmani/)
- [Katy Davis](https://endseclusion.org/author/katy-davis/)
- [Julianne Kamp](https://endseclusion.org/author/julianne-kamp/)
- [Mollie McGuire](https://endseclusion.org/author/mollie-mcguire/)
- [Sarah Pirilä](https://endseclusion.org/author/sarah-pirila/)
- [Mark O’Connor](https://endseclusion.org/author/mark-oconnor/)
- [Sarah Witherell](https://endseclusion.org/author/sarah-witherell/)
- [Keiana Harden](https://endseclusion.org/author/keiana-harden/)
- [Sakshi Shah](https://endseclusion.org/author/sakshi-shah/)