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Education Series
The rights these families hold
Ontario has no legislation banning restraint in schools — understanding what the law does and doesn't say is essential.
Registered
Children registered
Total in the Ontario Autism Program queue
OAC FOI Dec 2025
Funded
Have active funding
Just 23.4% of registered children
FOI: 20,666 active
Waiting
Still waiting
Registered. Diagnosed. Un-funded.
FOI: 67,509 waiting
| Metric | Value |
|---|---|
| Children registered | 88,175 |
| Have active funding | 20,666 |
| Still waiting | 67,509 |
Physical restraintincludes any use of physical force to hold, block, or restrict a student's movement — including holding a student's arms, pinning them to the ground, or blocking a doorway to prevent exit.
Mechanical restraint means the use of straps, harnesses, or other devices to restrict movement. This is extremely rare in Ontario schools and should trigger immediate escalation if encountered.
Chemical restraint — the use of medication to control behaviour rather than to treat a medical condition — is also extremely rare in school settings but is a form of restraint if used for behavioural management purposes.
Seclusionmeans placing a student alone in a room or space that they cannot freely leave. It does not matter what the room is called — "calm room," "quiet room," or "chill space" — if the student cannot exit on their own, it is seclusion.
Rooms that lock from the outside, or that are staffed specifically to prevent the student from leaving, qualify as seclusion regardless of labelling.
Not seclusion: A student choosing to take a voluntary break in a sensory room or quiet space that they can freely leave at any time, with staff nearby but not blocking exit.
No specific section governs restraint or seclusion. Section 265(1)(a) gives principals a duty to maintain order and safety — schools sometimes cite this to justify restraint, but it does not authorize indiscriminate use.
The Act requires IEPs for students with special education needs (Reg. 181/98) and IPRC processes for identification and placement.
The Ontario Human Rights Code prohibits disability-based discrimination in services and education. Schools have a duty to accommodate students with disabilities to the point of undue hardship.
Disproportionate or routine use of restraint on autistic students — when appropriate accommodation or a positive behaviour support plan would reduce the need — advocates argue may constitute discrimination under the Code.
Policy/Program Memorandum 145 requires every school board to have a progressive discipline policy. It emphasizes preventive and supportive approaches, but does not explicitly define or regulate the use of physical restraint or seclusion.
Most Ontario school boards have their own restraint and seclusion policies with varying levels of protection. Request your board's policy in writing.
The absence of provincial legislation is a significant gap. Ontario is one of the few Canadian provinces without legislation specifically governing restraint and seclusion in schools. This leaves families dependent on individual school board policies that vary widely in quality and enforcement.
Most school boards require that you be notified every time restraint or seclusion is used on your child. If you are not being called after incidents, this may be a breach of board policy.
You can request and receive written records of every incident, including date, time, duration, staff involved, and what triggered the intervention.
You can request a meeting at any time to review the behaviour safety plan within your child's IEP. This right does not require a specific number of incidents to trigger.
You can request that specific interventions — including physical restraint — be listed as prohibited in your child's IEP. Once documented in the IEP, the school is bound by that agreement.
You can file a complaint with the school board, the Ontario Ombudsman, or the Human Rights Tribunal of Ontario (HRTO) if your rights are not being respected.
“A student placed in a seclusion room is still a child with rights. Document everything. Schools must report every incident.”
— Ontario Ombudsman, 2022 Report
Follow these steps in order. Document everything in writing. Every communication with the school should be followed up by email so there is a paper trail.
Ask for the date, time, duration, staff involved, what triggered the incident, and what was done before restraint was attempted. Keep copies of everything.
Contact the principal and vice-principal in writing. State that you are requesting an urgent IEP review due to the use of physical restraint.
If no FBA has been completed, request one in writing. An FBA identifies triggers and patterns and must precede any positive behaviour support plan.
The behaviour safety plan should prioritize de-escalation strategies, environmental modifications, and preventive supports — not reactive physical intervention.
Follow up every verbal conversation with an email summarizing what was said and agreed. Send to the principal and copy the superintendent. Keep all records.
Escalation order: principal → superintendent → SEAC → formal school board complaint → Ontario Ombudsman → HRTO human rights complaint.
These are warning signs that restraint or seclusion is being misused. If you recognize any of these, treat them as urgent and begin documenting immediately.
Free legal advice and representation for people with disabilities in Ontario. Handles education law, HRTO applications, and school board disputes.
Visit ARCHFile a formal complaint about disability-based discrimination in education. The OHRC also publishes policy guidance on education rights.
Visit OHRCAdvocacy support for people with intellectual disabilities across Ontario, including school-related advocacy and systemic change work.
Visit Community LivingThis page is part of the Education & Schools topic cluster. School rights, IEPs, IPRC, and advocacy for autistic students in Ontario.
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
Verified Facts
Under the Ontario Education Act, every student with special needs is entitled to an Individual Education Plan (IEP) and access to an Identification, Placement and Review Committee (IPRC)
88,175 — children are registered in the Ontario Autism Program
1 in 50 — According to the 2019 Canadian Health Survey on Children and Youth, about children and youth aged 1 to 17 in Canada had an autism diagnosis
23.4% — Only 20,666 children have active funding agreements () — less than one in four
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement