Seclusion rooms, also known as de-escalation or time-out rooms, are meant to help students, especially those with special needs, calm down when they exhibit challenging behaviors. However, their use has sparked debates, with many questioning whether they do more harm than good. This article explores one mother’s experience with these rooms and the broader concerns surrounding their use in schools.
A Child’s Disturbing Drawing Raises Concerns
Nicole Miller was puzzled when her 10-year-old son, Cooper, showed her a drawing of his school. What caught her attention was the presence of bars over the front door. When she asked him about it, Cooper described how he was often taken to a room against his will.
Cooper, who had behavioral challenges, was a student at North Ridge Elementary in Commack, New York. His mother later learned that the “room” he was referring to was a seclusion room, a space meant to help children regulate their emotions. However, she was unaware of the conditions inside until she saw it herself.
Why Are Seclusion Rooms Used in Schools?
Seclusion rooms are intended to be a last resort, used only when a child poses an immediate safety risk to themselves or others. Schools claim that these rooms help students calm down before they return to class.
Nicole Miller was initially told by school officials that her son needed the time-out room due to his behavioral issues. “They said he has to stay in the room until he regulates and calms down. I didn’t know any better at the time, so I trusted them,” she explained.
Legal Guidelines on Seclusion Rooms
According to state laws, seclusion rooms should:
- Be used only in emergencies where a student is a danger to themselves or others.
- Always be monitored by school staff.
- Never have locked doors.
- Not be used as punishment or as a substitute for positive behavior strategies.
However, many parents and advocates believe that schools misuse these rooms. Special education attorney Susan Deedy argues that schools often place children in seclusion without trying other methods first. “It becomes an easy solution for schools, but it shouldn’t be the first option,” she said.
The Emotional Impact on Children
When Miller finally saw the seclusion room at her son’s school, she was shocked. “It looked like a jail cell. I felt so betrayed by the system,” she said.
Data obtained by NBC New York’s I-Team revealed that the Commack School District used seclusion rooms 199 times in an eight-month period. In some cases, children were left inside for over an hour.
Michael Wilson, an education rights advocate, explained the negative effects of seclusion:
- It can increase anxiety and trauma in children.
- It may worsen the behaviors that led to seclusion in the first place.
- It does not address the root causes of behavioral challenges.
Miller believes her son suffered from these effects. “He had nightmares of being trapped in a building with boarded windows, unable to reach me,” she recalled. Cooper even bit a teacher once while being sent to the room.
A Different Approach to Student Behavior
Experts suggest alternative methods to handle behavioral issues, such as:
- Providing students with choices.
- Using visual cues and redirection techniques.
- Planned ignoring (not reacting to minor misbehavior).
- Giving students small tasks to help them refocus.
These methods aim to help children manage their emotions in a more supportive environment, rather than isolating them in a confined space.
A New School, A Fresh Start
After seeing the impact of seclusion rooms on her son, Miller decided to transfer Cooper to a different public school district that does not use them. Since then, she has noticed a positive change in his behavior and emotional well-being.
Seclusion rooms remain a controversial practice in schools, especially for special-needs students. While some educators argue they are necessary for safety, many parents and advocates believe they can cause long-term emotional harm. In New York, new laws now require better reporting on the use of seclusion rooms, which will provide more insight into how widespread the practice is.
As more parents, educators, and policymakers discuss the issue, the focus should shift towards finding more effective, compassionate ways to support students with behavioral challenges—without resorting to isolation.
