Positive Support, Not Restraint and Seclusion in Schools

Educational Systems Must Not Fail Our Children, Say Advocates

Washington DC (May 19, 2009)—The Bazelon Center for Mental Health Law commends the House Education and Labor Committee and its Chairman, George Miller (D-CA), for holding a hearing today to examine the use of restraint and seclusion in our nation's schools. (Review photos and a webcast of the hearing.)

“Today’s hearing provides a welcome opportunity to explore proactive approaches to helping schools better manage challenging student behavior,” said Laurel Stine, the Bazelon Center’s federal relations director. “Our educational system is in dire need of a fundamental shift from punitive approaches such as restraint and seclusion to the use of positive approaches to address behavioral problems, particularly for students with mental, emotional and behavioral disorders.

“The dangers of abusive punishments like restraint and seclusion are far outweighed by the dramatic improvement in overall school climate that results with the use of school-wide positive behavioral interventions and supports (PBS),” Ms. Stine continued. She commended Rep. Phil Hare (D-IL) for leadership in sponsoring legislation that will promote school-wide PBS.

PBS improves student behavior by reinforcing desired behavior and eliminating inadvertent reinforcement of problem behavior. Once students realize that their negative actions no longer achieve the intended purpose, PBS schools find that both individual students and groups typically abandon the disruptive behavior.  Students learn to self manage their behavior by understanding the reason for their disruptive actions and how to address the underlying cause.

For example, Billy, a 5th grader in an Illinois school, was acting aggressively and falling behind in his classwork. School counselors identified Billy’s “need to feel like he belongs.” They connected him to a baseball team and church youth group and arranged a “job” for him in the school library. The social worker helped Billy practice social-interaction skills and gave him a pass to go to her office whenever he felt the need to cool down. This year, with a transition plan, Billy moved to middle school, where his grades have improved and, with ongoing support, his aggressive behavior has ended.

PBS is embedded in the Individuals with Disabilities Education Act (IDEA), the federal special education law. Federal rules require schools to consider PBS when a child’s behavior impedes his or her, or other children’s, ability to learn. However, the approach is most effective when implemented in a systematic, school-wide effort to help all students learn. 

“When implemented school-wide at a relatively low cost, PBS can reduce the need for discipline, improve academic performance and enhance the school experience for children and teachers alike,” said Chris Koyanagi, Bazelon Center policy director, “particularly if it is linked to effective mental health services for children with more serious emotional conditions.”

The Bazelon Center studied the use of PBS linked with mental health services by schools in six states and published the resulting recommendations in a report, Way to Go: School Success for Children with Mental Health Needs (see http://www.bazelon.org/newsroom/archive/2006/6-7-6-WayToGo.html). When well and fully implemented, the Center reports, the PBS/mental health approach creates a better school environment for all children.

The Bazelon Center for Mental Health Law, www.bazelon.org, is the leading national legal-advocacy organization representing people with mental disabilities. It promotes laws and policies that can enable people with psychiatric or developmental disabilities to exercise their life choices and access the resources they need to participate fully in their communities.

For more information, contact Emily McKee, Communications Director, Bazelon Center
202-467-5730 ext 120, emilym @ bazelon.org