Schools Still Lock Children with Disabilities in Cages

Allowing disabled students to attend regular school is a noble idea but the practice often misses the mark, disabled students often find themselves secluded or placed in enclosures as a misguided means of managing challenging behaviours.

A recent poll revealed that 70% of allied health and NDIS behaviour practitioners have witnessed these practices firsthand. The reports include children being observed to be isolated and at times placed in enclosures that resemble cages, with metal bars separating the students from their peers and their support systems.

In these spaces, students have no access to water, toilets, toys or other stimuli, and are often denied access to their speech and communication devices. On many occasions, these cage-like enclosures exist in outdoor areas that expose children to inclement weather.

Amy Hall, an education expert and advocate for students with disabilities, is calling attention to critical issues around the treatment of disabled students in the education system.

"The fact that a brand new behaviour policy* was only released last year, yet such practices continue, is deeply troubling," says Hall. "It's clear that despite the policy stating that no child should be left alone or isolated unless there's an extreme risk, these rules are not being upheld."

On multiple occasions, Hall has been in the classroom observing and working alongside the students as their behaviour practitioner, and when they have been instructed by their teachers to move into the seclusion space, she went with the students into these cages and has experienced first-hand what this feels like; to not be allowed out until a teacher responds to the child's request.

Once, while sitting alongside her client, Hall was in direct sunlight, on a concrete floor and the client waited 15 minutes knocking and banging on the door before a teacher allowed them both back into the classroom. On another occasion, one of Hall's clients had banged their head on the metal bars in such distress that they split their head open and required medical attention in hospital. Even with this injury, the child was not allowed out of the enclosure until paramedics and the child's external support workers had arrived, approximately 30 minutes after the child had been injured. The decision to leave the child in the enclosure was made by the School Principal.

Hall states: "My clients’ voice is non-existent and their behaviours, which are often distress based behaviour, are being misinterpreted as dangerous. The staff place the child in seclusion for what is perceived as their own (and others) safety and the department policy seemingly grants them permission to do so.

"The NSW departmental policy is supposed to guide and advise a best practice approach for the support and protection of all children in schools, In reality, it's often interpreted by education leaders to allow them to seclude these children if their behaviour cannot be controlled, or managed by staff with any confidence" Hall asserts. "Instead of being understood,  these students are being excluded and isolated, which contradicts the core values of the NDIS, the UN Convention Rights of People with Disability,  and the UN Convention of the rights of the Child."

Hall's advocacy is not only about highlighting the issues but also about proposing effective solutions.

She emphasises the importance of relationship-based approaches, neuro affirming positive behavior support frameworks. She also advocates that staff are afforded more training and disability led lived experience collaboration.

'"Building relationships always gets the best outcomes because it underpins any learning opportunity a child has," Hall explains. "Programs like Collaborative and Proactive Solutions (CPS) and the low arousal approach, which focuses on self-regulation and calm engagement, are crucial. The vast majority of educators are very hard working and well intentioned but the policy that underpins their practice is deficit based and until this changes, with real world 21st century best practices are not being supported at the top level."

Hall is also bringing the polyvagal theory into her practice, which incorporates sensory strategies to help calm children. Techniques such as sucking through a straw, munching on ice, or drinking cold water can stimulate the vagus nerve, sending calming signals to the brain.
 
* The policy refers to the NSW department of Education.
 
Amy Hall is an advocate for children with disabilities, dedicated to improving educational practices and policies. With 20 years of experience in the Education, Youth Mental Health and Youth work field, Hall works to ensure that all students receive the support and understanding they need to thrive. Her work focuses on integrating neuro affirming positive behavior support frameworks and trauma-informed practices into schools to create a more inclusive and compassionate educational environment.