Physical restraint is an emergency procedure restricting the movement of an individual and is used in events where students pose an imminent threat of physical harm to themselves or others. Students with disabilities are subjected to these procedures seven times more than typically developing students. Over the past decade, there has been substantial policy reform on the use of restraint; however, policies still vary across the country. Additionally, research on experiences of the use of and policy on restraint in school settings is incredibly limited. The current study expands the body of literature by investigating teachers’ experiences, and factors associated with experiences, of restraint events and district policy utilizing a multiple-methods survey design. One hundred eighty Prekindergarten through 12th-grade teachers working in a variety of school settings across the country completed a self-report online survey. Results revealed variability in experiences of restraint events and school district policies. While most participants reported following the district policy as written, level of education significantly impacted teachers’ adhering to the policy, wherein those with higher levels of education were less likely to follow the policy. Implications for policy and practice are provided.

中文翻译：

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教师对约束活动的体验以及学区对残疾儿童使用约束的政策

身体约束是一种限制个人活动的紧急程序，用于学生对自己或他人造成人身伤害的迫在眉睫的事件。残疾学生接受这些程序的次数是一般发育学生的七倍。过去十年来，对限制措施的使用进行了实质性的政策改革；然而，全国各地的政策仍然存在差异。此外，对学校环境中约束的使用经验和政策的研究非常有限。当前的研究利用多种方法的调查设计，通过调查教师的经历以及与限制事件和学区政策的经历相关的因素，扩大了文献范围。全国各地不同学校工作的 180 名从学前班到 12 年级的教师完成了一项自我报告在线调查。结果显示，约束事件和学区政策的经历存在差异。虽然大多数参与者报告遵守书面的学区政策，但教育水平显着影响教师遵守该政策，其中教育水平较高的教师遵守该政策的可能性较小。提供了对政策和实践的影响。