A Critical Overview of the Use of Restraints in Educational Settings

A half-century ago, the United States Congress passed Public Law 94-142, the Education for All Handicapped Children Act , to help protect the rights of youth with disabilities. Prior to 1975, many children with emotional and behavioral disorders (EBDs) were denied access to less restrictive learning environments with their peers. Unfortunately, the increased placement of students with EBD within public schools coincided with an increased use of harsh and abusive practices to manage these students. Perhaps among the most controversial procedures adopted by many schools has been the use of restraint, which has resulted in numerous injuries and a number of student deaths. This article provides a critical overview of the controversial issues associated with the use of restraint procedures regarding its (a) safety, (b) inappropriate use, (c) disproportionate use among students with disabilities, (d) inadequate staff training in their use, (e) insufficient documentation, and (f) lack of transparency and oversight. We also discuss current state policies, recent legislation and court decisions, as well as position statements from professional organizations and federal agencies regarding the use of these procedures in schools. Recommendations are provided regarding the use of restraint in schools, alternatives to restraint, and the need for future research.