Discipline – isolation is not the solution

The recent publication of the Government’s Independent Care (Education) and Treatment Reviews Final Report 2023, highlights the detrimental impact on the mental health and welfare of autistic children and young people, who experience time-out/ isolation or seclusion within educational and care settings. In drawing its conclusions, the report found: ‘…no therapeutic benefit to solitary confinement….The resulting sensory and social isolation is invariably harmful, leading to far-reaching difficulties in any rehabilitation from the confinement, such as the ability to re-establish meaningful relational connections when released..’ and recommended ‘solitary confinement’ become ‘never events’ for autistic children and young people.

Many schools have a proportion of children on the margins who have experienced either exclusion or isolation during their education. The report implies that the seeds of a lifetime of exclusion and incarceration for some autistic individuals, are sewn during their schooling.

There is limited evidence that isolation/time-out strategies have any positive impact on children’s ability to manage their emotions or behaviour in the long term. To put this in context, consider how a child learns – with the understanding, support and guidance of a care-giver or adult. If a child is isolated whenever they exhibit a behaviour perceived as ‘challenging’, they have no opportunity to reflect on why they have been left alone, or to experience any guidance relating to their behaviour.

If time-out/isolation is to be effectively implemented as part of an overall behaviour response strategy, the child must link their behaviour to being isolated, and understand why, communicate their understanding, and be able to then return to the activity/ environment as soon as possible. Autistic children and young people often lack the ability to connect their behaviour to the time-out. Without positive behaviour support in place, such isolation will likely induce shame, powerlessness and humiliation, and cause distress or even traumatise a child.

The Mental Health Act Code of Practice (2015) acknowledges the particular risks attached to seclusion: ‘Seclusion can be a traumatic experience for any individual but can have particularly adverse implications for the emotional development of a child or young person.’

With the increasing numbers of autistic pupils attending mainstream schools, appropriate modifications need to be made to behaviour strategies for their neurodiverse population. Rather than implementing isolation rooms or internal confinement, proactive tactics make more sense – such as scheduled breaks, or teaching pupils self-management skills so they can ask for sensory breaks when class becomes overwhelming or situations are triggering.

Schools need the right tools, resources, and support to help autistic pupils, otherwise they will continue to find it difficult to support them and address behaviour concerns. It requires a truly inclusive culture, and the staff capacity and training to understand pupil behaviour, and interact with them effectively, utilising their preferred methods of communication. Isolation is not the solution.