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Milton SD reports 91 seclusion/restraint incidents in 2024–25; district cites training, debriefing and prevention work
Summary
The district reported 91 total incidents of seclusion and restraint in 2024–25, a decline of seven incidents from the prior year, and outlined training in nonviolent crisis intervention, debrief procedures and IEP-team triggers for recurring incidents. Administrators said work with high-incidence schools and outside partners is ongoing.
The Milton School District reported 91 incidents of seclusion or restraint in the 2024–25 school year — seven fewer than the prior year — and described a set of trainings and process changes aimed at reducing those occurrences.
Whitney, who presented the annual seclusion and restraint report, said staff have undergone training in NVCI (nonviolent crisis intervention) and that the district conducts post-incident debriefs and root-cause analysis with teams from schools that show higher frequencies. "After each incident, our school team members debrief and talk about what the incident was, how it went, and what they could do in the future to kind of perfect that practice a little bit," Whitney said.
The district noted that incidents are reported as seclusion, restraint or a combined incident when both measures are used. For students with individualized education programs, two or more incidents in a school year trigger a full IEP-team review to examine the IEP and behavior intervention plans, administrators said.
As part of its broader student-support work, the district is continuing partnerships for trauma-informed practice and SEL (social-emotional learning). Dr. Dana provides monthly consultations and a districtwide trauma-informed training for new staff; the district is also rolling out the Character Strong curriculum for grades 6–12.
District officials described debrief supports for staff, wellness-clinic opportunities and the use of retired psychologists on short-term contracts to provide coverage while permanent hires are sought. Administrators framed the initiatives as prevention-oriented and tied to reducing incidents through proactive planning and training.
Next steps include targeted action plans for high-incidence schools, continued training in de-escalation, and scheduled IEP-team reviews where thresholds are met.
