In Illinois, children as young as five, many of whom have disabilities, have been confined to isolation rooms in public schools. Disturbing reports from sources like the Chicago Tribune reveal that some children scream, claw at windows, and even harm themselves while locked away. They may be kept in these rooms for minutes or even hours, with an adult merely outside taking notes.
The reasons for placing students in isolation can vary, but investigations revealed that this practice was often misused, serving as punishment rather than a protective measure. The situation is alarming and reminiscent of prison conditions rather than a nurturing educational environment. The Tribune reported that there were over 20,000 incidents of student isolation in Illinois public schools during the 2017-2018 period, and shockingly, the Illinois State Board of Education (ISBE) was unaware because it did not monitor these practices—until now.
In late November, the ISBE implemented an emergency order banning the practice of isolation in public schools. While time-outs can still occur, they must be conducted under specific conditions: a trained adult must supervise, the door must remain unlocked, and the situation must be communicated to both the ISBE and the student’s parents. Most critically, these time-outs should only be employed for safety or therapeutic reasons.
According to ProPublica Illinois, which collaborated with the Tribune in investigating these practices, 19 states have guidelines prohibiting isolation in some capacity, and four states have outright bans. Initially, I found it hard to believe that the accounts from parents of children with special needs in my social media feed were real. How could it ever be acceptable to confine students with autism, ADHD, or sensory processing disorders in isolated or locked environments?
The inhumane treatment of children with special needs is not a new issue. For example, a school in Washington received backlash for forcing an 11-year-old student with autism to do his “quiet work” in a bathroom. His mother, Sarah Johnson, reported that her son was moved from a library at his previous school to a desk in the restroom, where he was even told he could nap on a camping mat. After sharing the story on social media, it quickly gained attention and outrage.
The isolation of students with special needs is a deeply troubling concern for many families. My own child has multiple diagnoses and has gone through challenging periods in school. Thankfully, rather than resorting to isolation, a patient teacher would take my child to a quieter space to calm down and process their emotions. Instead of punitive measures, focusing on connection and time was what worked.
Schools should be a safe learning environment for all students. Children with special needs and children of color are particularly vulnerable to the misuse of isolation and physical restraint. For instance, there was a case where a six-year-old girl, Mia Thompson, was arrested for kicking at school and taken to a juvenile detention facility rather than being given appropriate support. Although the officer involved was dismissed and charges were dropped, Mia faced unnecessary trauma.
The ISBE’s new emergency order not only addresses student isolation but also imposes restrictions on physical restraint. Staff can no longer impede a student’s ability to breathe or speak, and there will be clear guidelines for when physical restraint is permissible.
What Alternatives Exist for Illinois Schools?
Megan Parise, a school psychologist, suggests creating a designated “safe room” staffed by professionals trained to manage social and emotional issues. This room would provide a calming environment where students can cool down and learn coping strategies.
Moreover, schools should adopt proactive measures instead of relying on punitive actions. Rather than detention, practices like meditation and yoga could be employed to help energetic children. Increasing recess time allows for much-needed physical activity and socialization. Additionally, more trained staff members are essential in every school, and harmful practices like behavioral clip charts should be eliminated.
It is crucial that we do not marginalize children with special needs, who are already navigating their challenges. Every school should offer a safe, supportive space and appropriate practices for all students. Thankfully, Illinois is making strides in the right direction to ensure a more inclusive environment. For further information, check out our related post on the importance of safe spaces in schools here and learn more about fertility resources from Make a Mom and Hopkins Medicine for additional support.
Summary
Illinois has taken significant steps to address the practice of isolating students, particularly those with special needs. The ISBE has implemented new guidelines to ensure that isolation is used only in appropriate circumstances, focusing on safety and therapeutic needs rather than punishment. Alternatives like safe rooms, meditation, and increased recess time are suggested as proactive measures to support all students.
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