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Restraint or isolation use (see definitions below) is only allowed when a student’s behavior shows an imminent likelihood of serious harm. These practices are known as aversive interventions. Aversive interventions are unpleasant stimuli used to change undesirable student behavior, like shock, corporal punishment, pepper spray, or depriving food.
Aversives were once routinely used against people with disabilities in institutions and followed disabled students into schools with de-institutionalization. Most aversives were banned in law, formerly in 2015, with the exception of restraint and isolation for imminent harm. Restraint and isolation have no educational or therapeutic benefit and cause serious injury and lifelong harm for both students and educational staff.
Fortunately, today we understand much more about trauma and the neuroscience of learning. Better tools and systems prevent student crisis and can eliminate isolation and prevent most school-based restraints. Our advocacy seeks to create policy that infuses classroom and school-building level supports, so that districts and educators have the tools they need to support stressed students proactively, long before crisis occurs.
It’s been two years since DRW released its report with the ACLU-WA, detailing misuse of restraint and isolation in Washington public schools.
A bill that would have phased out isolation stalled in the Senate during the 2023 and 2024 Legislative Sessions, but a legislative budget proviso funded 22 school districts to eliminate isolation.
Since then, DRW, the statewide Coalition to End Isolation and Reduce Restraint (CEIRR), national partners, and the Office of Superintendent of Public Instruction (OSPI) joined forces to eliminate isolation and prevent restraint use against students in Washington’s public schools.
Read more about what’s been happening, below.
2025 U.S. DEPARTMENT OF EDUCATION WEIGHS IN
On January 8, 2025 the U.S. Secretary of Education, Miguel Cardona, sent this letter encouraging elimination of school-based isolation (seclusion) and reduction of restraint. See more U.S. Department of Education resources here:
Secretary’s letter on Restraint and Seclusion
U.S. ED: Seclusions and Restraint Statutes, Regulations, Policies
U.S. ED: Restraint and Seclusion: Resource Document
U.S. ED: Students with Disabilities and the Use of Restraint
2023-2025 THE COALITION TO END ISOLATION AND REDUCE RESTRAINT FORMS
This coalition, comprised of community-based organizations, families, educators, and professional organizations work together to eliminate isolation and prevent restraint in Washington. The coalition is in the process of developing its website and will continue to support legislation and related advocacy efforts.
2024-2025 OSPI’S REDUCING RESTRAINT AND ELIMINATING ISOLATION PROJECT
Currently 22 school districts are learning to embed school and district systems with tools and approaches to prevent restraint and eliminate isolation. More information can be found here:
Reducing Restraint and Eliminating Isolation Project (RREI)
OSPI Restraint and Isolation Page (includes data link)
UW Haring Center RREI Demonstration Sites
Haring Center Demonstration Site Visit Request Form
2023-2024 POLICY DEVELOPMENT AND LEGISLATION
Using report findings, legislators, OSPI and DRW crafted policy to implement report recommendations. House Bill 1479 was introduced at the request of OSPI in 2023, and again in 2024. The bill died both years in the Senate. A legislative budget proviso in 2024 funded OSPI to support and fund committed school districts to eliminate isolation and reduce restraint.
2017-2024 U.S. DEPARTMENT OF JUSTICE INVESTIGATES ISOLATION USE
The U.S. Department of Justice has investigated and engaged in settlement agreements with school districts across the country, including Spokane, Washington. Settlement agreements typically eliminate the use of isolation and require the district designate someone responsible for tracking and reducing restraint.
2023 DRW AND OSPI RELEASE REPORT FINDINGS
DRW-ACLU report Coming into the Light
In 2023, DRW and the ACLU-WA released Coming into the Light. This report analyzed statewide data, a national literature review, legal analysis of state and federal law, monitoring results, and extensive interviews of school personnel, families, students, and adults who had experienced restraint as children in school. The report showed disparity in use for students who: are in Kindergarten through grade 5; have disabilities; are low-income; live in foster care, are homeless; are Black or multiracial.
OSPI: Crisis Response Workgroup Report to the Legislature
At the same time DRW was writing its report OSPI was meeting with stakeholders and crafting a report to the legislature on students in crisis and use of restraint and isolation.
Both reports recommend:
- eliminate isolation,
- eliminate chemical restraint,
- build proactive mental health and trauma-informed behavior supports for students,
- increase educator training for de-escalation /tier 1 supports /alternatives to restraint isolation, and
- improve data collection to reduce use and address disparity.
2018 DRW BEGINS MONITORING
DRW began monitoring schools’ use of restraint and isolation in 2018.
OTHER RESOURCES
Definition of Restraint and Isolation
Restraint is physical intervention or force used to restrict a student’s movement. There are physical restraint (restraint holds), mechanical restraint (devices such as handcuffs), and chemical (medication-based) restraints.
Isolation means restricting a student, alone within a room or any other form of enclosure, from which the student may not leave. It does not include voluntary use of a calming space or temporary removal to an unblocked area.
Source: RCW 28A.600.485 (https://app.leg.wa.gov/rcw/default.aspx?cite=28a.600.485)
State Law, Rules, and Legislation
WAC 392-172A-02076: Prohibited Practices
WAC 392-172A-02110 Isolation or restraint – Conditions
Federal Advocacy and Legislation
Alliance Against Seclusion and Restraint
Council of Parent Attorneys and Advocates: End Seclusion and Prevent Restraint in Schools