The Press’s April 2014 report ‘Restraint’ a last resort but still used in schools, candidly illustrated the realities of the more common school emergencies necessitating the use of physical restraint. The approach to educating the public about a frequently misunderstood topic—which included a clear, unbiased descriptor—is appreciated.
- Related: ‘Restraint’ a last resort but still used in schools
- Related: De-escalation first: ‘Crisis teams’ learn how to keep control
Educators are regularly confronted with a variety of challenging and risk behaviors which most certainly create safety concerns. These behaviors are primarily unpredictable and derail the educational pursuits of talented teachers motivated to make a difference. It is also important to note that these are not experiences exclusive to special education staff. Teachers or support staff working in any educational environment, likely reflected on their own experiences responding to verbal confrontations, classroom disruptions or physical fights, when they saw the Reid article.
What is not forgotten in systems such Ridgefield, is the fact that a student presenting the danger is not the only one “restricted” during these emergency behavioral incidents. Other students and staff are impacted and their productive experiences in school are restricted. We applaud the efforts of Ridgefield schools to provide a safe environment for their students and staff and recognize the school district has not chosen a “quick fix” approach. These are complex issues involving factors that were not prominent even a decade ago. School safety requires a commitment at all levels to prioritize staff development efforts which address not only “how” to intervene in dangerous situations but what might help prevent them and why attention to warning signs, de-escalation and re-establishing communication after incidents is so important. Implementation of CPI’s Nonviolent Crisis Intervention training program is a sign that this type of commitment is part of a school system’s values.
Incidents of restraint and seclusion can often grab headlines, but what should not be forgotten is the hundreds, if not thousands, of incidents of student behavior that school staff were able to de-escalate successfully—avoiding use of a physical intervention. Even the most well- meaning staff member can become part of the problem rather than a conduit to the solution if they are not clear on expectations and operate in isolation. The time invested in school wide training has provided Ridgefield and other school systems with a solid platform for decision making and problem solving to prevent or intervene in behavioral challenges.
There are multiple priorities communities and school boards must face each year. I urge readers to learn from this report and support initiatives which aim to assure that schools are a place where students feel safe and supported and teachers remain motivated teaching in safe school environments.
This writer is president of the Crisis Prevention Institute, a company which Ridgefield school district has used for training on handling behavioral crises.