Education Series

Restraint and Seclusion in Ontario Schools

Ontario schools can use physical restraint and seclusion rooms, and most parents don't find out until after it has already happened. Here is what the law says, what your rights are, and what to do if your autistic child is being restrained.

Citable source facts(2)Question-and-answer pairs with their source and verification link.

Can schools exclude autistic students in Ontario?

Verified

Section 265(1)(m) of the Education Act grants principals power to exclude a student whose presence is "injurious to the physical or mental well-being of others" - with no time limit, no procedural safeguards, and no right of appeal. [ARCH] This provision is disproportionately used against autistic students, effectively denying their right to education without due process.

Source: ARCH Disability Law Centre - School Exclusion Toolkit · Open source record

How does special education work in Ontario schools?

Verified

Ontario's Education Act guarantees special education programs and services to students with exceptional needs. [Education Act] Autistic students are typically identified under Communication - Autism or Multiple Exceptionalities categories, which trigger legal obligations for accommodations and support planning.

Source: Ontario Education Act · Open source record

If this happened today

Immediate steps, in order

This is not legal advice. It is a practical sequence for the first hours and days after a restraint or seclusion incident, before you move to the fuller escalation process below.

  1. Step 1

    If your child is injured, get medical attention first

    Call your doctor or go to urgent care / the ER before anything else. Ask the clinician to document the visit as related to a school incident.

  2. Step 2

    Preserve evidence the same day

    Photograph any marks or bruising with a timestamp. Save clothing if damaged. Write down what your child tells you in their own words, dated and timed, before memory fades.

  3. Step 3

    Request the incident report in writing, today

    Email the principal (not a phone call) asking for the written incident report: date, time, duration, staff involved, and what was tried before restraint. Ask them to confirm receipt.

  4. Step 4

    Do not sign anything on the spot

    If the school asks you to sign an incident acknowledgment or a revised behaviour plan at pickup, you can decline to sign until you've reviewed it. Take a copy home first.

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

91,974

Children registered

Total registered in the Ontario Autism Program

MCCSS Ontario Autism Program figures, May 13, 2026, obtained by the Ontario Autism Coalition under Freedom of Information

Funded

20,711

Have active funding

Only 22.5% of registered children

MCCSS Ontario Autism Program figures, May 13, 2026, obtained by the Ontario Autism Coalition under Freedom of Information

Without active agreement

71,263

Without an active funding agreement

An administrative status; it does not confirm current service delivery.

MCCSS Ontario Autism Program figures, May 13, 2026, obtained by the Ontario Autism Coalition under Freedom of Information

Verified , MCCSS FOI via OAC · May 2026

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Show as table
Ontario Autism Program key statistics (MCCSS FOI via OAC · May 2026, verified 2026-08-10)
MetricValue
Children registered91,974
Have active funding20,711
Without an active funding agreement71,263

Key Points at a Glance

  • Ontario has NO legislation specifically governing restraint and seclusion in schools
  • PPM 145 requires boards to have progressive discipline policies but does not ban physical restraint
Show all 5 facts
  • Restraint should ONLY be used to prevent imminent physical harm, never as punishment or behaviour management
  • Schools MUST notify parents every time restraint or seclusion is used
  • If your child is being restrained regularly, the behaviour plan is failing, demand a review immediately
Verified: 2026-08-10
Scope: Ontario, Canada
FOI & Government Data
Last verified: May 13, 2026Sources: FAO Report 2023-24 (Financial Accountability Office of Ontario) · 2026 Ontario Budget (tabled March 26, 2026) · CBC News FOI investigation — bi-weekly OAP progress reports, Jun 2024 – Jan 2026, published Mar 30, 2026 (Nicole Brockbank & Angelina King) · MCCSS bi-weekly OAP Core Clinical Services progress reports, Dec 10, 2025 – Mar 4, 2026, obtained under Freedom of Information (release CSS2026-0749) · MCCSS Ontario Autism Program figures as of May 13, 2026, released under Freedom of Information to the Ontario Autism Coalition and published in the OAC "OAP At A Glance" update, July 2026 (ontarioautismcoalition.com)

Documentary reference image

This photo is from the ProPublica and Chicago Tribune investigation The Quiet Rooms. It shows a timeout/seclusion room at Pathways School, part of the Belleville Area Special Services Cooperative in Illinois. Photo credit: Zbigniew Bzdak/Chicago Tribune. It is included here as an illustrative reference for what seclusion rooms can look like, not as a photo from an Ontario school.

Related reporting: ProPublica, April 23, 2020 and ProPublica methodology, November 19, 2019.

What Counts as Restraint and Seclusion

Physical and Mechanical Restraint

Physical restraint includes 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.

Seclusion

Seclusion means 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.

Governing Sources

These are the actual legal texts and policies that apply. Where a card notes an advocacy interpretation, that is a position argued from the source, not a settled legal conclusion.

Statute

Education Act

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.

Statute

Human Rights Code

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.

Advocacy interpretation: 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. This is not a guaranteed outcome; it would need to be established in a specific case.

Ministry policy

PPM 145 (Progressive Discipline)

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.

Your Rights as a Parent

Right to be notified

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.

Right to written incident reports

You can request and receive written records of every incident, including date, time, duration, staff involved, and what triggered the intervention.

Right to an IEP review meeting

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.

Right to prohibit specific interventions

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.

Right to file complaints

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.

Full special education rights guide

“A student placed in a seclusion room is still a child with rights. Document everything. Schools must report every incident.”

, Ontario Ombudsman, 2022 Report

Document and Request, Before You Escalate

Once immediate safety and evidence are handled, work through these requests in writing. Every communication with the school should be followed up by email so there is a paper trail before you move to the escalation ladder below.

1

Request all incident reports in writing

Ask for the date, time, duration, staff involved, what triggered the incident, and what was done before restraint was attempted. Keep copies of everything.

2

Request an immediate IEP review meeting

Contact the principal and vice-principal in writing. State that you are requesting an urgent IEP review due to the use of physical restraint.

3

Demand a Functional Behaviour Assessment (FBA)

If no FBA has been completed, request one in writing. An FBA identifies triggers and patterns and must precede any positive behaviour support plan.

4

Request a positive behaviour support plan

The behaviour safety plan should prioritize de-escalation strategies, environmental modifications, and preventive supports, not reactive physical intervention.

5

Put all concerns in writing

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.

The Escalation Ladder

If a rung does not resolve the issue within a reasonable time, or your written request is ignored, move to the next rung. Keep every email; each rung above the first will ask to see what you already sent.

  1. Rung 1

    Classroom teacher / principal

    Written request for the incident report and an urgent IEP review meeting. Copy every email to yourself.

  2. Rung 2

    Superintendent of special education

    If the school does not respond in writing within a reasonable time, escalate in writing to the superintendent, attaching your earlier emails.

  3. Rung 3

    SEAC (Special Education Advisory Committee)

    Bring a pattern of unresolved restraint or seclusion incidents to your board's SEAC for a systemic response, not just your individual case.

    How SEAC works

  4. Rung 4

    Formal school board complaint

    File a formal complaint through the board's own complaint policy, requesting a written decision.

  5. Rung 5

    Ontario Ombudsman

    If the board complaint process is exhausted or unresponsive, the Ombudsman can review how the board handled your complaint.

    Visit the Ombudsman

  6. Rung 6

    Human Rights Tribunal of Ontario

    A human rights application, filed within one year of the last incident, if restraint or seclusion is tied to a failure to accommodate disability.

    HRTO for education cases

Red Flags

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.

Warning Signs

  • Your child comes home with unexplained marks, bruising, or injuries
  • Restraint is being used more than once per week
  • Seclusion rooms are used as a default "calm down" space rather than a last resort
  • You are not being notified of incidents when they occur
  • Staff describe restraint as "for their own good" or "part of the routine"
  • No behaviour plan exists, or the plan has not been reviewed or updated in 6 or more months

Where to Get Help

ARCH Disability Law Centre

Free legal advice and representation for people with disabilities in Ontario. Handles education law, HRTO applications, and school board disputes.

Visit ARCH

Ontario Human Rights Commission

File a formal complaint about disability-based discrimination in education. The OHRC also publishes policy guidance on education rights.

Visit OHRC

Community Living Ontario

Advocacy support for people with intellectual disabilities across Ontario, including school-related advocacy and systemic change work.

Visit Community Living

Frequently Asked Questions

Legal authority for this page

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Ready to take the next step? Learn how other families have successfully advocated for their children.

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Verified References & Sources

Updated:

Official Government Sources

  • [1996]
    Adler v. Ontario, [1996] 3 S.C.R. 609Government Record
    Supreme Court of Canada • Government • 1996-11-21
    View
  • [2019]
    Protecting a Sustainable Public Sector for Future Generations Act, 2019 (Bill 124)Government Record
    Legislative Assembly of Ontario • Government • 2019-11-07
    View
  • [2021]
    Bradford Bypass: Environmental Assessment Exemption Regulation (O. Reg. 220/21)Government Record
    Government of Ontario • Government • 2021-04-09
    View
  • [2025]
    Canada Disability Benefit - How much you could receiveGovernment Record
    Government of Canada • Government • 2025-06-20
    View
  • [2025]
    Canada Disability BenefitGovernment Record
    Government of Canada • Government • 2025-06-20
    View

Evidence on this page

The source chain stays visible.

Key claims are paired with their source, evidence tier, and verification date so readers can inspect the public record directly.

Facts1
Sources2

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)

Government / peer-reviewedGovernment of Ontario (2024)Verified 2024-01-01
Last system verification: 2026-08-10. Next scheduled update: 2026-11-05.
View methodologyBrowse every source

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Founder & Autism Advocate

Parent of autistic child navigating OAP system