Seclusion and restraint use in Ontario schools: Connecting disabled individuals’ experiences of maltreatment to systemic ableism in education

Abstract

This thesis research explores disabled individuals’ lived experiences of seclusion, restraint, and other kinds of mistreatment that have occurred at schools in Ontario. This study also critically examines the role that systemic ableism plays in these experiences of violence and poor treatment, which is a feature that is largely absent from current literature on the use of seclusion and restraint practices in schools. Using an epistemological and methodological approach rooted in critical disability studies, this research relied upon primary data derived from one qualitative interview that I conducted, along with secondary data from three organizational reports and two news articles. Utilizing thematic analysis, three major themes emerged from the data. The first described the lived experiences of ableist violence and maltreatment within the Ontario education system, with sub-themes detailing situations involving seclusion and restraint, destabilization, and strained relationships stemming from a lack of support. The second thematic finding highlighted the damaging impact to the wellbeing of disabled individuals resulting from degrading and ableist mistreatment in school, with notable sub-themes of the threatening emotional and physical toll on the individual and harsh self-perception. The final major finding indicated desired areas for change to counter ableist violence and improve the treatment of disabled students in Ontario schools, with sub-themes specifying the need for more specialized training for all school staff, a compassionate attitude, and improved supports to keep students in school. The discussion of these findings using critical disability perspectives on ableism illustrates the systemic issue at the core of disabled individuals lived experiences of mistreatment in Ontario schools. The implications that this study has on social work practice and educational policy is discussed, as well as areas for future research.