Decreasing restraint and seclusion in a midwest district: Best practices to support students in crisis

Aim: This study aims to reduce instances of restraint and seclusion by implementing training and procedural updates aligned with federal recommendations and evaluating their impact on the frequency of restraint and seclusion practices in a school district. Method/Rationale: The participants included one district in a midwestern state. The intervention was implemented in three phases, and records of restraint and seclusion for the entire district were measured throughout the study. A new restraint and seclusion training program was first implemented in only one elementary school. In the next phase, it was implemented in all elementary schools, and a systematic documentation process was utilised. In the final phase, the intervention was adopted in all schools in the district, and a peer review team was adopted at the district level. Maintenance was collected for an additional year following the intervention. Findings: The results indicate a decrease in instances of restraint and seclusion following the final implementation of training, systematic documentation, and a peer review team. The district also maintained low levels of restraint and seclusion in the maintenance phase. Limitations: Limitations of this study include the implementation of the intervention in only one district. There was no control group to compare results with; however, regarding the serious nature of what is being measured (restraint and seclusion), is it unethical to not provide intervention if it is effective. Conclusions: Ultimately, schools are responsible for the safety and well-being of both students and staff. Implementing effective training, policy, and systematic documentation has been shown to reduce instances of R&S over time.