Restraint and isolation
There is clear and consistent evidence of the harm done by isolation (being put in a separate area alone), seclusion (being isolated and kept there) and restraint. That proponents claim the use of these is necessary should make us seriously question what school has become.
Schools often use more positive terminology to describe isolation and seclusion – “inclusion units” and “consequence booths” to “time-out spaces” and “calm rooms” – but the impact is the same. The practices contravenes fundamental rights and should be no part of our treatment of children, especially those who are marginalised.
Our school system is failing children – the widespread use of these abusive practices is yet more clear evidence of this. Children have a right to education but accessing this right must not be at the cost of other rights and must not harm them.
“‘We’re putting you in lockdown’? Wow! It’s like, come on. What type of word is that? They’ve got no windows in the room where the child goes. Then they panic and just misbehaves again and gets another day added on’.”
Parent quoted in report
Associate Professor Sarah Martin-Denham
Together for Children, Sunderland: An investigation into the perceived enablers and barriers to mainstream schooling: The voices of children excluded from school, their caregivers and professionals. (2020)
Harm of isolation or seclusion
“Across the UK, isolation, seclusion and restraint are used in education, care, mental health, and detention settings, sometimes as a disciplinary measure for low-level incidents and sometimes resulting in injuries.”
“[Isolation] is not just a matter of school policy; it concerns the fundamental rights and well-being of children. These rights include their liberty, security, and protection from potentially harmful experiences, as articulated in the Human Rights Act.”
Sunshine Support
Seclusion and isolation
“Any use of seclusion is likely to contravene Article 5 of the Human Rights Act: The right to liberty and security and its use in any setting should be questioned.”
Centre for the Advancement of PBS
The use of seclusion, isolation and time out
“In England, restraint in education settings and Young Offenders Institutions is permitted to maintain good order and discipline, rather than keeping children safe.”
“‘seclusion can be a traumatic experience for any individual but can have particularly adverse implications on the emotional development of a child or young person”
“…you can’t talk to anybody, you can’t stand up if you don’t ask. Literally, it’s like being in prison. I’ve been there multiple times, I’ve lost count. The longest I’ve been there is a week – five days straight.”
Esther Atunrase, now campaigner, quoted
John Harris
The Guardian: ‘It’s like being in prison’: what’s behind the rise in school exclusions? (2021)
“…Bennett (2018) argues that using isolation booths as a sanction is a ‘perfectly normal, useful and compassionate strategy’. This view is at odds with the evidence…”
Dr John Tillson and Dr Laura Oxley
Theology and Research in Education: Children’s moral rights and UK school exclusions (2020)
“I used to pull my hair out, scratch my face. I couldn’t cope with it at all. The teachers used to sit there and watch me cry.”
Child quoted in report
Associate Professor Sarah Martin-Denham
Together for Children, Sunderland: An investigation into the perceived enablers and barriers to mainstream schooling: The voices of children excluded from school, their caregivers and professionals. (2020)
Restraint is dangerous
A report by the International Coalition Against Restraint and Isolation (ICARS) on practices in England evidences that restraints which are used in England – within governmental ‘reasonable force’ guidelines – injure children and risk death. They also inflict emotional and psychological damage and are being used in response to minor events.
Restraint is overwhelmingly being used on children with diagnosis for neurodivergence commonly categorised as a disability.
“It is common sense that any actions considered effective, positive, or best practices by educational staff should not result in the atrocious physical injuries reported– injuries that would find a parent/carer or other member of the general public under investigation by the authorities and the police for child abuse.”
International Coalition Against Restraint and Seclusion
The ICARS England Report 2023
“This child is in a seated position on the playground and at times the child’s chest is located towards his knees. Seated positions where the chest is pushed or held towards the person’s knees are demonstrated in formal research to reduce lung function. Seated restraint with chest pushed towards the knees has been associated with fatalities.”
Medical opinion provided by Dr John Parkes on restraint shown as best practice in BBC show ‘Don’t Exclude Me’
ICARS: The normalization of restraint in mainstream media (2022)
SEND children
A survey of parents of disabled children on the use of restrictive practices was carried out by Challenging Behaviour Foundation in 2019 and a follow up published in 2020. Parents reported repeated use of isolation, seclusion and restraint used on their disabled children, often for inappropriate reasons. The impacts on the children and harm done was clear and seriously negative and included physical, emotional and psychological harm. The reports found that the usage of restrictive practices was extensive and likely widespread across the UK, incidents were inadequately recorded and parents were not always informed.
%
ICARS: Children subject to restraint had one or multiple diagnosis. Additional 4% were waiting for diagnosis.
Case studies
“Annie is never, ever restrained outside of education; there is no need if the right supports are in place…The school would report that she had a wobbly day or had been held. We had no idea at the time what this meant in practice. When we got the incident reports, we realized she had often been held on the floor by 4/5/6 members of staff. Yet the school reported she was doing well, making progress. But she had started self-harming and making suicidal threats whilst at school.”
Case study
The Challenging Behaviour Foundation and Positive and Active Behaviour Support Scotland
Reducing Restrictive Intervention of Children and Young People: Update of Case study results (2020)
“Ben’s record of education is appalling. Currently Ben for the last year has sat in a community campus, which is part of a school, segregated and secluded with no daily contact with children. He desperately wants to belong and is a social little boy…Outside school, Ben is successful and attends mainstream youth club, mainstream judo and drama classes. Ben loves going to theatres and watching films. Education have failed Ben and continue to do so.”
Case study
The Challenging Behaviour Foundation and Positive and Active Behaviour Support Scotland
Reducing Restrictive Intervention of Children and Young People: Update of Case study results (2020)
Cycle of harm
Not only are punitive practices contrary to children’s rights, they also often lead to more of the behaviour they are trying to prevent.
“We heard how the use of [punitive] approaches in schools exacerbates children’s needs and in turn worsens their behaviour.”
Norman Lamb, Foreword
Charlotte Rainer, Huong Le and Kadra Abdinasir
Children and Young People Mental Health Coalition: Behaviour and Mental Health in Schools (2023)