Exploring the implementation of the restraint and seclusion school policy with students with disability in Australian schools

Journal article


Sexton, Georgia, Brown, Cherylee, Joosten, Annette and Hayward, Brent. (2022). Exploring the implementation of the restraint and seclusion school policy with students with disability in Australian schools. International Journal of Inclusive Education. pp. 1-19. https://doi.org/10.1080/13603116.2022.2150789
AuthorsSexton, Georgia, Brown, Cherylee, Joosten, Annette and Hayward, Brent
Abstract

Policies exist to regulate the use of restraint and seclusion so that they are only implemented when necessary and following appropriate standards and procedures. These policies often focus on students with disability. This qualitative study explored school leaders’ understanding, use and perspectives of the Restraint and Seclusion Policy mandated for Victorian government schools, in relation to primary school-aged children with disability. Reflexive thematic analysis was undertaken on interviews conducted with eight leaders from six Victorian government schools. Five themes were developed: (i) Perceptions about behaviours of concern; (ii) Complex policy complicates implementation; (iii) Many factors determine policy implementation; (iv) Reporting is required but stressful; and (v) Support is important and includes, but is not limited to, professional development. Results indicate the Policy was valued but complex. School ethos, educator ideologies and understanding of behaviour, and the physical environment impacted policy implementation. Leaders felt the most effective approach to reducing restraint and seclusion use was preventing challenging behaviour through proactive and holistic approaches. Reporting was necessary but the process often felt arduous and judgmental for educators. The Restraint and Seclusion Policy was valued but needs to be user friendly and supported with professional development about understanding the policy, behaviour and disability.

Keywordsdisability; special education; policy; restraint; seclusion; challenging behaviour
Year2022
JournalInternational Journal of Inclusive Education
Journal citationpp. 1-19
PublisherRoutledge
ISSN1464-5173
Digital Object Identifier (DOI)https://doi.org/10.1080/13603116.2022.2150789
Scopus EID2-s2.0-85143899336
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/13603116.2022.2150789
Research or scholarlyResearch
Page range1-19
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online03 Dec 2022
Publication process dates
Accepted17 Nov 2022
Deposited23 Jun 2023
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