Educators’ Sensemaking about Seclusion and Restraint in a Changing Regulatory Context

Abstract

Policies governing the use of seclusion and restraint in schools may only have a modest effect on the use of these procedures, particularly the frequency these are used. This study explored educators’ sensemaking about seclusion and restraint after a statute and new policy were introduced. A case-study design was used to analyze the meanings educators created in the new regulatory environment. The new regulations had a significant guiding effect on educators as they adjusted their thinking and use of seclusion and restraint to align with the new law and policy. Educators reported becoming much more cautious and thoughtful in their use of these procedures. They viewed the new regulations as a strong protection for students against the misuse of seclusion and restraint. They reported becoming more proactive to prevent seclusion and restraint, and they put more effort into de-escalation strategies with students who were becoming aggressive and agitated. These new meanings caused their threshold for seclusion and restraint to change. This study illustrates the influence a legal mandate can have on the seriousness in which educators view specific policy positions.