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Watch our 60th Anniversary video that honours and remembers the civil rights history of people with intellectual disabilities in BC. Read more about our history here.

Our new report shows the continued systemic use of restraint and seclusion in BC schools. Read more.

Stop Hurting Kids: Recommendations

The experiences of students and families recorded in the survey results are unacceptable.
Parents' and guardians' stories of their children's experiences, reported in the survey, indicate that there is a systemic problem with seclusion and restraint in British Columbia schools. This is not a matter of momentary crisis intervention but a recurring practice that violates students' right to access an inclusive public education.
We are deeply concerned that the stories that have come forward through this survey are only the tip of the iceberg and that restraint and seclusion are being used on many more children in British Columbia schools. It is imperative that these practices are brought to an end, and replaced with real positive behaviour supports that respect all students and build an inclusive and educational school environment.
Currently, in British Columbia, there is no requirement to document or report incidents of restraint or seclusion, and no provincial regulation of these practices. There are a handful of school district policies and trainings on Positive Behaviour Support, but even those few districts with policies only address restraints ¡V none address the use of seclusion. The BC Ministry of Health, in its 2012 "Secure Rooms and Seclusion Standards and Guidelines: A Literature and Evidence Review," addresses the issue of seclusion within designated health facilities in BC. The authors write:
"Internationally, seclusion is understood as a violation of human rights (see for example, the 2006 United Nations Convention on the Rights of Persons with Disabilities). Standards forthcoming in the European Union recommend alternatives to traditional seclusion practice in order to avoid the negative impacts of isolation and emphasize engagement."
What is needed:
  • Informed parents and guardians
  • Legislation/ministerial order preventing the use of restraint and seclusion
  • School district requirement to prepare policies against the use of restraint and seclusion
  •  Better understanding of positive behaviour supports by teachers, support staff, principals, district administrators and oversight
  • Skilled educators who can de-escalate a conflict with a student