In Illinois, children as young as five, many with disabilities, have faced distressing conditions in public schools, often being confined to isolation rooms. A report by the Chicago Tribune highlighted that some of these children have been seen screaming, banging on walls, and even wetting themselves while locked away. Their isolation could last for minutes or even hours, with an adult merely standing by to keep tabs on the situation.
Students were placed in these isolation spaces for a multitude of reasons, yet it became evident that this practice was frequently misused—serving as punishment instead of a protective measure. Is it horrifying? Absolutely. Is it legal? Yes. Is it a widespread practice? Shockingly, yes. It paints a grim picture, reminiscent of a prison rather than an educational setting.
The Tribune reported that during the 2017-2018 school year, Illinois public schools recorded over 20,000 instances of student isolation. Alarmingly, the Illinois State Board of Education (ISBE) was unaware of this, as they had not monitored the practice until now.
In late November, the ISBE took decisive action by issuing an emergency order that prohibits isolation seclusion practices in public schools across the state. While time-outs can still occur, they must adhere to strict guidelines: a trained adult must be present, the door must remain unlocked, and both the ISBE and the child’s parents must be informed. Furthermore, time-outs should only be employed for safety or therapeutic reasons.
According to ProPublica Illinois, which collaborated with the Tribune on this investigation, 19 states have guidelines that restrict isolation in some capacity, while four states have outright banned it in public schools. Initially, I was skeptical about the posts from parents of children with special needs that filled my social media feed. How could it be acceptable to confine students with autism, ADHD, or sensory processing disorders to isolated spaces, sometimes even locked rooms?
The cruel treatment of special needs children is not an isolated incident. For example, a school in Washington faced backlash for making an 11-year-old student with autism do his assignments in a bathroom. His mother, Anna Lee, shared that at his previous school, he had the freedom to work in a library, but his current school restricted him, forcing him to sit at a desk in the restroom instead. This included being given a camping mat and pillow for napping on the bathroom floor. After capturing the situation in a photo and sharing it online, the story went viral, prompting widespread outrage.
The issue of isolating students with special needs resonates deeply with me. One of my kids falls into this category and has gone through phases of significant struggles. Thankfully, instead of isolation, a compassionate teacher would take my child to a quieter space, allowing them to calm down and then facilitating a discussion before returning them to class.
What’s truly alarming is that schools should be safe havens for all children, including those with special needs and children of color, who are often disproportionately affected by these punitive measures. For instance, Black students are 3.5 times more likely to face suspension or expulsion than their white peers.
A particularly shocking case involved six-year-old Maya Johnson, who was arrested by a school resource officer for kicking. Instead of a time-out, she was taken to a juvenile detention facility—a move that led to the officer’s termination and the dropping of charges against Maya, but the psychological impact lingered.
Alongside the ban on isolation, the ISBE’s emergency order also addresses physical restraint. Staff can no longer restrict a student’s ability to speak or breathe, and guidelines will be implemented regarding when physical restraint is allowed.
So what alternatives exist for schools struggling to manage challenging behaviors? Megan Davis, a school psychologist in Illinois, suggests that schools should establish a ‘safe room’ staffed by trained individuals who can help students process their emotions and behaviors in a therapeutic environment. She believes that instead of punitive measures, schools should consider proactive approaches such as meditation or yoga instead of detention, and even increase recess time, as physical activity and social interaction can significantly benefit children’s well-being.
It’s vital that we create an inclusive environment for all students, especially those with special needs who already face unique challenges. Thankfully, Illinois is taking steps toward ensuring that these practices are reformed for the better.
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In summary, Illinois is leading the charge against the inhumane practice of isolating students in public schools, and other states must follow their example. By focusing on proactive and supportive measures, we can create a safer and more inclusive educational environment for all children.