YOUTH ADVOCACY HUB
SUMMARY
The House version of this bill (HB 1479) was progressing through the session and underwent numerous changes, discussions, and negotiations in the process. However, neither bill will move forward this session. When the bill died in committee, it proposed these changes:
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The bill would ban the use restraint and phase-out the use of isolation practices over time.
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Restraint would be banned and only be permissible in limited circumstances (like when a child is posing an imminent threat to themselves or others)
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Isolation would be banned among young students but permissible among students in 3rd grade and above for the next few years. After that, the practice would be banned for all students unless a school district applied for and was granted a waiver to continue the practice.
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Isolation rooms would eventually need to be taken away or repurposed so it was no longer possible for schools to lock students in the these rooms
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The bill would also improve isolation and restraint data reporting requirements across the state and ensure that professional development and technical assistance are available to school districts that need support.
See also this 1-Pager Bill Summary: Banning Isolation and Restraint in Schools (authored by ACLU of Washington, The Arc of King County, Disability Rights Washington, League of Education Voters, Roots of Inclusion, and Team Child)
POINTS TO CONSIDER ABOUT THIS BILL
Data about Restraint & Isolation in Washington:
(For this information & more, visit this resource from Open Doors for Multicultural Families)
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In the 2019-2020 school year, there were 25,415 incidents of restraint and isolation across the state.
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3,825 students were subjected to these incidents, which means many of the same students were isolated or restrained repeatedly throughout the year.
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92% of K-12 students restrained and/or isolated that year have an intellectual or developmental disability.
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In addition to students with disabilities, Black students at every grade level experience restraint and isolation disproportionately more than their peers (at twice their proportion of enrollment). Moreover, 80% of incidents overall happen to male students.
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Interviews of students who have experienced restraint & isolation report lasting physical and emotional trauma because of the abuse of these classroom practices.
Other Resources:
HOW TO GET INVOLVED
Steps to Get Started
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Learn where the bill is in the legislative process.
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If there is an upcoming hearing, decide how you would like to get your voice heard and take action.
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If there is not an upcoming hearing, or if you want to supplement your advocacy, call or write your legislators.
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Spread the word and get other people on board.
Participating in a Hearing
Sign in Pro, Con, or Other
This is when individuals, advocates, and organizations make their position on a particular bill known for the record. This is particularly powerful in large numbers. Many organizations will send out Action Alerts asking people to sign in Pro or Con on a bill.
Submit Written Testimony
Submitting written testimony is a great way not only to make your position known, to legislators but also to explain why in more detail. This is a good option if you don't want to speak in front of others. People also like to offer more nuance to their position by writing.
Testify Virtually
Since COVID, many legislators are allowing remote/virtual testimony for bill hearings, as it greatly expands access to the legislative process across the state. For this, individuals usually have between 1-2 minutes to state their opinion on a bill in front of the legislative committee on Zoom.
Testify In Person
To testify on a bill in person, you must travel to Olympia and join the real-time committee hearing on the Capitol campus. You will also get between 1-2 minutes to state your opinion. This is often a powerful way to make an impression on legislators in the room.
Using the WA Legislature Website
