JG-P1 - Procedure for Enhancing Proactive Supports to Minimize the Use of Seclusion as a Response to Student Behaviour

In accordance with the document provided by Manitoba Education (2021) Safe and Caring Schools: A Policy Directive Enhancing Proactive Supports to Minimize the Use of Seclusion, All students in Manitoba have a right to appropriate educational programming (Manitoba, AEP Regulation) in a safe, caring, and inclusive learning environment (Manitoba, Public Schools Act and Safe Schools Charter). In Manitoba, a positive whole-school approach to planning for safety and belonging (Manitoba Education & Training, Whole-School Approach; Manitoba Education, Supporting Positive Behaviour; Manitoba Education, Training & Youth, From Challenges to Possibilities) is combined with a supportive response to meeting the safety needs of all persons in the school environment (Manitoba, Education Administration Act). In Manitoba, all schools are expected to engage in preventative practices as opposed to those that are punitive and reactive (Manitoba Education & Training, Code of Conduct). These efforts facilitate a positive school climate and build a culture of trust and respect.

Seclusion may only be used as a safety response when a student poses an immediate risk of serious physical harm to self or others. Seclusion is used as a last resort after prevention strategies, de-escalation interventions, and less restrictive measures have been exhausted.

Prairie Spirit School Division is committed to providing proactive planning and appropriate interventions to foster a safe and caring learning environment for all students and staff.

         Procedures

Refer to guidelines in the document: Safe and Caring Schools: A Policy Directive Enhancing Proactive Supports to Minimize the Use of Seclusion.

Prevention and Response: The Prairie Spirit School Division provides the following training to staff working with students depending on context, relevance and need:

➢ Divisional and In School Crisis Response Teams

➢ In school support teams (including School Counsellor, Resource Teacher) 

➢ Direct support from and access to School Psychologists and Student Services Administrator

➢ WEVAS

➢ Low Arousal Approach

➢ Collaborative and Proactive Solutions (CPS)

➢ Student Specific Planning

❖ Reporting and Documentation:

1.  Inform: Any event that involves the use of seclusion must be reported on the day of the event to the 

• Principal

• Parent(s)Legal guardian(s) 

• Student Services Administrator

• Superintendent

2.  Report: Seclusion Report Form *A copy of the following documentation must be placed in the pupil file and entered into the divisional student information system (within 48 hours)

❖ Debrief and Review:

• debrief what happened 

• conduct an ALSUP (Collaborative and Proactive Solutions) to determine what expectations the student is having difficulty meeting 

• engage in the student-specific planning process

• write or revise the student-specific plan identifying what needs to be changed to decrease the chance of the behaviour recurring (e.g., changes to environment, changes to positive behaviour strategies, alternative responses to the student’s behaviour)

• identify staff development or training needs and

• initiate a plan for addressing these needs