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In 2013, Carsey released a brief that analyzed rates of restraint and seclusion using a large, nationally representative data set of U.S. school districts.1 This brief serves as a follow-up to the previous brief, and its findings are particularly germane for two reasons. First, whereas all previous surveys of restraint and seclusion practices from the Civil Rights Data Collection (CRDC) surveys provided only representative samples, the most current survey was issued to all districts in the United States. Therefore, we were able to analyze a more comprehensive data set approximately twice the size of the one used in the 2013 brief. Second, approximately one-half of U.S. states updated their policies on restraint and seclusion between the 2009–2010 and 2011–2012 CRDC surveys,2 as lawmakers and civil rights advocates are increasingly questioning the use of restraint and seclusion in schools. Therefore, it is plausible that the frequency of restraint and seclusion in schools could have changed considerably during this time. Because students with a disability are restrained and secluded at considerably higher rates than are students without a disability, this brief only reports on students with a disability. 3 Primarily due to highly skewed distributions of district restraint and seclusion rates, we do not report means (averages) here. Box 1, on page 2, includes definitions of restraint and seclusion. National Issue Brief #78 Fall 2014 University of New Hampshire

Restraint and Seclusion of Students With a Disability Continue to Be Common in Some School Districts Patterns Remain Relatively Consistent Despite Recent Policy Changes