Children are being locked away, alone and terrified, in schools across Illinois. Often it’s against the law.
By Jennifer Smith Richards, Jodi S. Cohen and Lakeidra ChavisPhotography by Zbigniew Bzdak for ProPublica | November 19, 2019
The spaces have gentle names: The reflection room. The cool-down room. The calming room. The quiet room.
But shut inside them, in public schools across the state, children as young as 5 wail for their parents, scream in anger and beg to be let out.
The students, most of them with disabilities, scratch the windows or tear at the padded walls. They throw their bodies against locked doors. They wet their pants. Some children spend hours inside these rooms, missing class time. Through it all, adults stay outside the door, writing down what happens.
In Illinois, it’s legal for school employees to seclude students in a separate space — to put them in “isolated timeout” — if the students pose a safety threat to themselves or others. Yet every school day, workers isolate children for reasons that violate the law, an investigation by the Chicago Tribune and ProPublica Illinois has found.
Children were sent to isolation after refusing to do classwork, for swearing, for spilling milk, for throwing Legos. School employees use isolated timeout for convenience, out of frustration or as punishment, sometimes referring to it as “serving time.”
For this investigation, ProPublica Illinois and the Tribune obtained and analyzed thousands of detailed records that state law requires schools to create whenever they use seclusion. The resulting database documents more than 20,000 incidents from the 2017-18 school year and through early December 2018.
Of those, about 12,000 included enough detail to determine what prompted the timeout. In more than a third of these incidents, school workers documented no safety reason for the seclusion.
State education officials are unaware of these repeated violations because they do not monitor schools’ use of the practice. Parents, meanwhile, often are told little about what happens to their children.
The Tribune/ProPublica Illinois investigation, which also included more than 120 interviews with parents, children and school officials, provides the first in-depth examination of this practice in Illinois.
Because school employees observing the students often keep a moment-by-moment log, the records examined by reporters offer a rare view of what happens to children inside these rooms — often in their own words.
“Please someone respond to me. … I’m sorry I ripped the paper. I overreacted. … Please just let me out. Is anyone out there?”11:58 a.m., Jan. 11, 2018. Fresh Start Treatment and Learning Center, Effingham
Without doubt, many of the children being secluded are challenging. Records show school employees struggling to deal with disruptive, even violent behavior, such as hitting, kicking and biting. Workers say that they have to use seclusion to keep everyone in the classroom safe and that the practice can help children learn how to calm themselves.
But disability advocates, special-education experts and administrators in school systems that have banned seclusion argue that the practice has no therapeutic or educational value, that it can traumatize children — and that there are better alternatives.
No federal law regulates the use of seclusion, and Congress has debated off and on for years whether that should change. Last fall, a bill was introduced that would prohibit seclusion in public schools that receive federal funding. A U.S. House committee held a hearing on the issue in January, but there’s been no movement since.
Nineteen states prohibit secluding children in locked rooms; four of them ban any type of seclusion. But Illinois continues to rely on the practice. The last time the U.S. Department of Education calculated state-level seclusion totals, in 2013-14, Illinois ranked No. 1.
“Please, please, please open the door. Please, I’ll be good. Open the door and I’ll be quiet.”2:09 p.m., Dec. 11, 2017. Elementary School, Mattoon
Although state law requires schools to file a detailed report each time they use seclusion, no one is required to read these accounts.
Several school district officials said they had not reviewed seclusion reports from their schools until reporters requested them. The Illinois State Board of Education does not collect any data on schools’ use of isolated timeout and has not updated guidelines since issuing them 20 years ago.
“Having a law that allows schools to do something that is so traumatic and dangerous to students without having some sort of meaningful oversight and monitoring is really, really troubling,” said Zena Naiditch, founder and leader of Equip for Equality, a disabilities watchdog group that helped write Illinois’ rules in 1999.
Informed of the investigation’s findings, the Illinois State Board of Education said it would issue guidance clarifying that seclusion should be used only in emergencies. Officials acknowledged they don’t monitor the use of isolated timeout and said they would need legislative action to do so.
“I’d rather die. You’re torturing me!”Dec. 17, 2018. Central School, Springfield
This investigation, based on records from more than 100 districts, found seclusion was used in schools across every part of the state and by a range of employees, from teachers and aides to social workers and security personnel.
Some districts declined to provide records or gave incomplete information. Others wouldn’t answer even basic questions, saying the law did not require them to. Of more than 20 districts reporters asked to visit, only three said yes.
“Is this something that we’re ashamed of? It’s not our finest,” said Christan Schrader, director of the Black Hawk Area Special Education District in East Moline, which documented about 850 seclusions in the time period examined.
Schrader said she thinks her staff generally uses seclusion appropriately but acknowledged room for improvement. She met with reporters at the district’s administration building but wouldn’t let them see the seclusion rooms in the school across the parking lot.
“Nobody wants to talk about those things because it doesn’t reflect well,” she said.