During the 2023 legislative session, OSPI received designated state funds to begin actualizing the goals of the Legislature to help districts build systems of support that reduce restraint and eliminate isolation in schools.1 OSPI was directed at that time by the Legislature to begin developing a technical assistance manual to support districts in this work. Later in the year, Disability Rights Washington and the American Civil Liberties Union of Washington jointly reported findings from their investigation into the use of restraint and isolation in Washington schools. Their findings included compelling evidence that restraint and isolation are often both overused and misused in Washington schools, that they are more frequently used to control the behavior of young children, students of color, and students with disabilities, and that they are often used out of compliance with the law for minor behaviors that can be managed with less intrusive practices.2
To align with the Legislature’s priorities, this manual supports district and school staff as they build schoolwide systems to support students in distress, prevent crisis escalation cycles that may result in restraint or isolation, and enhance the provision of schoolwide trauma-informed positive behavior and intervention supports, de-escalation, and problem-solving skills. This manual also summarizes and elevates the findings of the Reducing Restraint and Eliminating Isolation (RREI) demonstration sites. These schools and districts have engaged in intentional work to reduce restraint and eliminate isolation, and host visits in partnerships with the University of Washington's Haring Center for visitors to learn more about their stories of building effective supports.
This manual can be used by any district working to prevent and address student behavior that interferes with learning3 – including districts that rarely or never use restraint or isolation. It covers a range of evidence-based and inclusionary practices that lead to improved behavior support and better outcomes for students, families, and staff. It is not a “restraint and isolation manual,” but rather a manual for technical assistance across the variety of systems and practices for positive behavior support that create learning environments in which restraint and isolation are neither needed nor used. This manual does not, and is not intended to, constitute legal advice. Content in this manual is presented for general information purposes only.
In developing this manual, OSPI staff have collaborated with a variety of educational and civil rights partners, community members, families, and individuals with lived experience. We are grateful for the opportunity to elevate and center their voices and input in this resource.
1 RCW 28A.600.485 establishes requirements related to the use of restraint and isolation in schools.
2 Disability Rights Washington (DRW) & The American Civil Liberties Union (ACLU) of Washington (2023). Coming into the light: An examination of restraint and isolation practices in Washington schools.
3 These behaviors are referred to as “interfering behaviors” throughout this manual.