The Use of Physical Restraints “Examining past staff perceptions, attitudes, and beliefs”

The use of physical restraints in special educational school settings has long been a topic of conversation and concern of parents, students, and the staff members. The intent of this research is to examine the thoughts of having to use restraints as a form of intervention from the viewpoint of individuals who once worked in a special educational school with students with emotional behavioral disorders. This research was conducted through qualitative surveys. Grounded Theory methodology was used in data analysis. Respondents provided feedback to eleven open ended questions that included their thoughts on the positive and negative aspects of using restraint, training, safety concerns and thoughts on changing current use of restraints. Findings identified four areas of concern: insufficient training and education from the amount of hours required to the content of material provided, the importance of team cohesion, the negative aspects of using restraints including the physical, emotional and mental effects it has on both staff and student, and that using physical restraints are a necessity. The themes that surfaced were consistent with previous research. To provide students and staff with safer school environments, there should be continued exploration on the use of physical restraints in special educational school settings.