Educator Survey - Seclusion & Restraint

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The purpose of this survey is for those in the education system to share their thoughts and concerns anonymously (or they can choose to share their identity).

EndSaR seeks to understand the barriers to eliminating involuntary seclusion and significantly reducing seclusion in schools. Our goal is to provide Michigan educators with the options, training, mentorship, practice, support, resources, facilities, equipment, and personnel support required in order to provide even their most vulnerable student with an environment in which they can thrive. This requires prevention of the situations that tend to lead to physical aggression, eliminating the need for seclusion and restraint.

I am a...

General education teacher

Special education teacher

Substitute teacher

Administrator

Paraprofessional

Other school employee

Contracted worker who works in schools but is not employed by a school

Other:

How confident are you that you understand MCL 380.1307, the laws governing the use of seclusion and restraint in Michigan?

I did not realize there were Michigan laws governing the use of seclusion and restraint

I am extremely familiar with them and have complete confidence that I understand all parts of that Michigan law.

Clear selection

How did you become aware of MCL 380.1307, the laws governing the use of seclusion and restraint in Michigan? (check all that apply)

I was not aware of MCL 380.1307, the laws governing seclusion and restraint

My school provided training to inform us of the laws

We received information via e-mail, hard copy, or link informing us of these laws

I looked up the laws myself to learn about them

I heard about the laws from a coworker or mentor

I studied the laws in college in my teacher education program

Other:

Have you ever secluded or restrained a student?

No, I have never secluded or restrained a student

I have secluded or restrained at least 1 student before, but not in the current school year

I have secluded and/or restrained at least 1 student in the current school year

I have been indirectly involved in at least 1 seclusion or restraint at some point in my career

I have seen at least 1 seclusion or restraint, but I was not involved at all

Other:

Clear selection

How harmful do you believe seclusion typically is for students?

Seclusion is not at all harmful to students; it is perfectly safe

Seclusion is extremely harmful to students every time it is used

Clear selection

How harmful do you believe seclusion typically is for teachers and other school staff members?

Seclusion is not at all harmful to staff; it is perfectly safe

Seclusion is extremely harmful to staff every time it is used

Clear selection

How harmful do you believe restraint typically is for students when it is done by staff who are trained?

Restraint is not at all harmful to students; it is perfectly safe

Restraint is extremely harmful to students every time it is used

Clear selection

How harmful do you believe restraint is for teachers and staff members when it is done by staff who are trained?

Restraint is not at all harmful to staff members; it is perfectly safe

Restraint is extremely harmful to staff members every time it is used

Clear selection

How confident are you that you have the internal and external resources necessary to prevent the situations that lead to physical aggression in your current placement with your current students?

I have absolutely no influence over whether or not my student become aggressive and I do not have the ability to prevent it

I am completely confident that I have the internal and external resources necessary to prevent situations that lead to physical aggression

Clear selection

We are trying to understand, from a educator perspective, what would be helpful to reducing and eliminating the use of seclusion and restraint in Michigan schools. Based on your perception and experiences, please rate each option for how helpful you think it would be for eliminating seclusion and restraint not only in your school but in schools across the state.

Increased administrative support

Counterproductive

Extremely helpful

Clear selection

Staff education about current laws

Counterproductive

Extremely helpful

Clear selection

More specific definitions of emergency situations with examples

Counterproductive

Extremely helpful

Clear selection

Parent & guardian education

Counterproductive

Extremely helpful

Clear selection

Increased parent & guardian participation & support

Counterproductive

Extremely helpful

Clear selection

Training on de-escalation strategies

Counterproductive

Extremely helpful

Clear selection

Training on equitable approaches that have proven to reduce the need for seclusion and restraint in other schools

Counterproductive

Extremely helpful

Clear selection

A chance to practice equitable approaches

Counterproductive

Extremely helpful

Clear selection

Mentors to coach us on equitable approaches in our classroom situations

Counterproductive

Extremely helpful

Clear selection

Reduced work load

Counterproductive

Extremely Helpful

Clear selection

Reduced class size

Counterproductive

Extremely Helpful

Clear selection

Teaching assistant so that there are multiple adults in a classroom to offer students more individual attention, so we can "tap out" if we are getting overwhelmed, and to have backup when escalation happens

Counterproductive

Extremely Helpful

Clear selection

Flexibility in the curriculum so that I can decrease demands on some students

Counterproductive

Extremely Helpful

Clear selection

A more effective whole school PBIS approach

Counterproductive

Extremely Helpful

Clear selection

Early identification of vulnerable students

Counterproductive

Extremely Helpful

Clear selection

Preventive Emergency Intervention Plans (EIP) for vulnerable students before aggressive behaviors arise

Counterproductive

Extremely Helpful

Clear selection

Sensory gyms available to vulnerable students

Counterproductive

Extremely Helpful

Clear selection

Voluntary calm sensory rooms for vulnerable students

Counterproductive

Extremely Helpful

Clear selection

Additional staff members to monitor and help students while they are in sensory spaces

Counterproductive

Extremely Helpful

Clear selection

Additional qualified support staff to push into classrooms, form relationships, and to call when we need help

Counterproductive

Extremely Helpful

Clear selection

Peer leaders (from our own staff) to head up efforts to eliminate seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

External leaders (from the ISD or state level) to coach us on the elimination of seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

ISD level workshops to lead representatives from all of the school in the ISD in data analysis

Counterproductive

Extremely Helpful

Clear selection

ISD level representative to offer support and training upon request

Counterproductive

Extremely Helpful

Clear selection

Representatives from schools that have eliminated seclusion and restraint to mentor us on how to do it well

Counterproductive

Extremely Helpful

Clear selection

Free, voluntary access to Mindfulness Based Stress Reduction classes for staff members

Counterproductive

Extremely Helpful

Clear selection

Free, voluntary access to therapy for staff members

Counterproductive

Extremely Helpful

Clear selection

Free, voluntary access to individual educator coaching for staff members

Counterproductive

Extremely Helpful

Clear selection

Examples of effective and ineffective Emergency Intervention Plans (EIP)

Counterproductive

Extremely Helpful

Clear selection

Guidance for how to analyze data, use it to evaluate the efficacy of our school's schoolwide system of behavioral support, and in the context of attendance, suspension, expulsion, and drop-out data as required by law

Counterproductive

Extremely Helpful

Clear selection

A better or easier to use system of reporting the use of seclusion and restraint to the state as required by law

Counterproductive

Extremely Helpful

Clear selection

ISD level monitoring system with personnel to address high levels of seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

State level monitoring system with personnel to address high levels of seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

Punitive system with consequences for schools that report high levels of seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

More restrictive laws addressing seclusion and restraint

Counterproductive

Extremely Helpful

Clear selection

Magnet general education schools in every ISD where our highest needs students can have their needs met in an inclusive manner but with greater staff ratios and other resources

Counterproductive

Extremely Helpful

Clear selection

Full time mental health professionals such as school psychiatrists available in every school

Counterproductive

Extremely Helpful

Clear selection

Other full time professionals such as behavior specialists available in every school

Counterproductive

Extremely Helpful

Clear selection

Please share any insights that you have about seclusion and restraint, including what the underlying problems are, what barriers you see, and what is really needed in schools.

If you would like to be contacted by EndSaR, please include your name and e-mail address and/or phone number or you can contact EndSaR at endsarinmichigan@gmail.com

Thank you very much for sharing your experience and opinions.

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