‘Immediate action’ needed on school seclusion rooms: watchdog

New Brunswick’s child and youth advocate is raising concerns about the use of seclusion rooms in schools.

In a new report released on Monday, Kelly Lamrock called on the Department of Education to overhaul the practice.

“Parents are upset, children are impacted and schools seem confused about how to properly follow the department’s own guidelines,” Lamrock said in a news release.

“What is more troubling is the lack of clarity on whether the legal authority for these practices exists at all, leaving educators at risk of legal consequences and students subject to arbitrary power.”

Lamrock pointed to critical gaps in oversight, inconsistent adherence to guidelines and potential human rights violations.

Seclusion rooms are supposed to be used as a last resort to ensure safety, but the report raises questions about whether these measures are being appropriately applied.

Critical concerns raised by advocate

Lamrock said a lack of consistent monitoring and inspections leaves the department unable to ensure compliance with its own guidelines.

Schools often fail to involve clinical experts in decisions involving seclusion, he said, leading to practices that may harm vulnerable students.

The advocate said current guidelines require updates to reflect modern research and best practices, especially concerning vulnerable populations.

In addition, Lamrock said the department has not assessed whether seclusion room practices comply with the New Brunswick Human Rights Act, the Canadian Charter of Rights and Freedoms and international human rights treaties.

While some jurisdictions in Canada and the U.S. have moved to regulate or ban seclusion rooms, the advocate said doing so without effective alternatives could lead to unintended outcomes.

Lamrock said that includes the increased involvement of law enforcement in school disciplinary matters, potentially criminalizing disabilities, or more children being permanently excluded from educational settings.

“The current situation demands immediate action,” he said. “It is not enough to simply manage crises as they arise. We must address the systemic breakdowns that create these crises in the first place.”

The report makes a number of recommendations, which include:

• Immediate legislative amendments to define the scope and limitations of seclusion room use.
• Mandatory data collection and public reporting on the frequency of seclusion room use.
• Standardized, trauma-informed protocols for the use and oversight of seclusion rooms.
• Engagement with clinical experts, parents and disability advocates in all cases involving seclusion.
• A thorough review to ensure compliance with human rights laws.

Lamrock has given the Department of Education four weeks to respond to the recommendations.

Teachers’ association calls for immediate government action

Meanwhile, the New Brunswick Teachers’ Association says the advocate’s report underscores the consequences of decades of inaction.

The association is calling on the province to address the “critical resources and staffing shortages” in schools so students have the support systems they need to succeed and thrive.

“The safety nets that once supported students through community services and schools have disappeared, leaving teachers and students to bear the brunt of an inadequate system,” Peter Lagacy, president of the association, said in a news release.

“Teachers are working tirelessly to ensure the safety and well-being of every student, but the challenges in our classrooms are escalating.

“Students are arriving hungry, struggling to manage their emotions and behaviours, and unable to access the critical supports they need in their communities. These are systemic issues that teachers cannot solve alone.”

Lagacy and the association are also urging community leaders, school and district parent committees, MLAs and agencies to amplify the calls for immediate government action.

He noted that while three government-commissioned reports over the decades have highlighted the widening gaps in school resourcing and staffing to meet students’ needs, these findings have gone largely unaddressed.

Lagacy said while legislative action recommended by the advocate may address some symptoms, it will not resolve the underlying causes.

“Timely and effective support for students must be a top priority — not just in words, but in action,” he said.