Teacher Experiences of Restraint Events and School District Policies on the Use of Restraint with Children With Disabilities.

This article focuses on teachers' experiences and perceptions of physical restraint policies in PreK–12 public school settings, particularly involving students with disabilities who are disproportionately subjected to restraint procedures. Using a mixed-methods survey of 180 teachers nationwide, the study found variability in district policies and training, with many teachers reporting limited knowledge or unclear guidelines on restraint use. While most teachers reported following district policies, those with higher education levels were less likely to adhere strictly to them. The study highlights inconsistencies in administrative support, parent communication practices, and policy implementation, underscoring the need for comprehensive federal guidelines, improved training, clearer district policies, and increased teacher involvement in policy development to ensure ethical and effective use of restraint in schools.