The move comes as the Chief Ombudsman and Commissioner for Children investigate the practice.
It was recently revealed a seclusion room — from which children are unable to freely leave — was used at Mirimar Central School in Wellington to detain an autistic child and discipline others. Subsequently, it transpired the practice is not isolated, although it remains unclear to what extent mainstream and special schools are using the rooms.
The use of such rooms — whether for punishment or "time out" — is retrograde and cruel and is likely to further traumatise already isolated and vulnerable children with a variety of special needs.
The Human Rights Commission has said they breach rights — and therefore our international obligations — and it is concerned about child safety and wellbeing. Although education facilities are in the spotlight, the issue is far broader. The Human Rights Commission is currently reviewing seclusion and restraint policies and practices throughout New Zealand, particularly by government agencies. It will consider practices used in police cells and prisons, mental health units, care and protection residences and youth justice facilities.
None of that is before time. There have been several cases recently where our commitment to aspects of human rights has been called into question internationally. The Government is also embarking on a complete overhaul of child care and protection services in the wake of damning reports on Child, Youth and Family. The use of seclusion rooms feels like a step back towards the very dark days of institutional abuse and it is good the situation has come to light.
Rules around what is acceptable practice for dealing with children with severe intellectual, developmental and behavioural issues should be clear, and the schools that have used these rooms must be investigated.
But the ministry must look at the bigger picture, too. Are schools and boards being given enough support, education and resources to deal with children with complex needs?
It is clear some children’s behaviour is disruptive, frightening and dangerous in some cases, and some teachers may feel they have no option but to isolate the child for a time to give everyone a break. But for some special needs children, their reactions may be out of their control and stress will only exacerbate the situation. What are they really to "learn" from isolation but fear and confusion?
Although it is important to be inclusive, it must be a difficult balance to maintain in the classroom, dealing with demanding, disruptive and sometimes violent children, trying to keep them safe from harm, while also ensuring the health and safety of staff and other pupils. The time and energy spent doing that must inevitably be an impediment to other children’s learning.
Getting it right for everyone is no mean feat. However, we clearly need to be better schooled on the issue of human rights, and more willing to help those at the needier end of the spectrum and their caregivers and educators.
