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Yahoo
19 hours ago
- Health
- Yahoo
'Commitment remains': Why Edmonton Public Schools is phasing out seclusion rooms
Edmonton Public Schools is continuing to phase out the use of seclusion rooms, spaces once used to isolate students during crisis situations, in favour of more supportive, inclusive approaches. A report presented to the Edmonton Public Schools' Board (EPSB) this week shows the division is steadily reducing both the number of seclusion rooms in schools and how often they're used. EPSB superintendent Darrel Robertson said the ultimate goal is to eliminate the need for seclusion rooms altogether. 'Believe me when I say, folks, I don't want seclusion rooms in our division at all,' Robertson told trustees at last week's board meeting. The report describes a seclusion room as a small, enclosed space intended for use in emergency situations when a student's behaviour poses a serious and imminent risk to themselves or others. The use of these rooms have long drawn criticism from parents and advocacy groups. But according to EPSB's report, their use is strictly regulated under both provincial standards and the division's internal policy. Staff must be specially trained, and seclusion is only used when all de-escalation and preventative strategies have failed. These rooms' use must be included in a student's individual behaviour support plan, developed in collaboration with parents, who maintain the right to deny seclusion as an option, Robertson said. 'We respect that,' he said. 'We just need to work in collaboration on alternative, emergent plans. Exclusion rooms are only to be used in the event of an emergent situation where there is imminent danger to, you know, self harm or the harm of others, and it's only for the time of dysregulation.' As of May 1, 2025, there are 105 seclusion rooms across the division, down from 167 one year prior, a reduction of 62 rooms. These reductions were achieved in part through official 'de-commissioning' processes where schools remove the door and shift the space to a different use. To encourage the transition, the division supplied schools with sensory materials to transform the rooms into sensory/self-regulation spaces, which are calming environments equipped with tools to help students manage their emotions and sensory needs. For existing seclusion rooms, decommissioning begins with physically altering the space. 'First of all, the door comes off, there's no longer a doo with any kind of blocking mechanism,' Robertson said. Between June and August 2024, 24 rooms were decommissioned and repurposed. Another 38 followed between September 2024 and May 2025. Not all uses of these spaces qualify as seclusion. More than half of the 1,240 uses recorded between September 2024 and April 2025 were self-selected by students, meaning the student chose to enter the space to calm down or work quietly, and the door remained open. These are not counted as seclusion. But 445 uses, or 35.89 per cent, were non-self-selected, where a student was placed in the room during a crisis or emergency. The division's approach to behavioural support has shifted toward proactive strategies, including staff training, relationship-building, and de-escalation techniques, so that crisis situations are avoided before they arise. 'Moving forward with our interactions programs, we're no longer constructing seclusion rooms,' said Robertson. 'We're constructing sensory spaces… with appropriate lighting, with appropriate, different materials for children so that it becomes a sensory room experience. They are not, I repeat, not to be used as a seclusion room.' The new spaces are meant to be part of the regular classroom environment, accessible, inclusive, and tailored to meet the unique needs of each student, said the report. Some parents and advocates worry that moving seclusion room updates into the division's Annual Education Results Review (AERR), rather than continuing to present it as a standalone board report, could limit opportunities for public discussion at board meetings. But EPSB board chairwoman Julie Kusiek defended the move, saying it actually elevates the importance of the issue. 'The AERR is the division's key accountability document for the work that we undertake in our governance role as trustees, and our progress towards our division's strategic plan,' she said. 'So by reporting on progress towards our strategic plan and an expectation that the use of seclusion rooms is included in that report, we're really strengthening the accountability. And we have our target for this, which is we're moving towards zero seclusion rooms.' She added that concerns about transparency are welcome and encouraged, and families should continue to reach out to their trustees. Public conversations about seclusion room use will still be possible, she said, particularly in any reports dealing with student safety or sense of belonging. 'There's certainly going to continue to be opportunities to have public discussion on the use of seclusion rooms,' Kusiek said. 'And we, for certain, will be expecting that through the AERR every single year.' The focus remains on adopting and expanding practices that have proven successful across the division, Kusiek said. While some families are relieved to see progress, she told reporters, others are frustrated that the practice hasn't yet been eliminated entirely. 'There is celebration here in terms of the movement towards the reduction in the number of seclusion rooms and the use of seclusion rooms,' Kusiek said. 'And as we heard from the superintendent, our goal remains to continue to improve our practices so that the use of these rooms is no longer required.' Starting in the 2025-2026 school year, reporting on seclusion room usage will be included in the division's AERR. The division also plans to: Continue providing professional learning for staff; Monitor and decommission unused seclusion rooms; Support the shift to sensory/self-regulation spaces based on student needs. While the use of seclusion has not yet been eliminated, Robertson says the division is committed to doing better. 'We've enhanced our professional learning, but we clearly have more work to do,' he said. 'Our commitment remains. We are going to continue to work towards the elimination of seclusion rooms… which I hope one day is zero.' cnguyen@ 'Last resort': Parents urge Edmonton Public Schools to end seclusion rooms Seclusion room use shows a "failure of imagination": advocate
Yahoo
a day ago
- Business
- Yahoo
Victor Elementary School District receives $14M grant to expand services for students
The Victor Elementary School District was awarded a $14.25 million grant from the California Department of Education to implement a comprehensive Community Schools initiative. This five-year grant aims to expand access to essential services and support systems for all students and families within the district's 18 schools. While the grant designates 10 schools as primary sites for the initiative, all district schools will benefit from the enhanced services. The initiative focuses on a holistic approach to education, ensuring every student has the necessary support to thrive academically and personally. "At VESD, we believe in supporting the whole child," said Dr. Tanya Benitez, assistant superintendent of pupil services. "This grant enables us to connect families to vital resources, ensuring our students are ready and equipped to learn." According to the district, the Community Schools model will transform selected school sites into hubs offering a range of services, including access to food, parenting classes, financial workshops, Read B4K, and more. These services will be tailored to meet the unique needs of each school community, determined through comprehensive needs assessments. "This funding allows us to extend our reach and provide more classes and resources to our families," said Family Resource Center Supervisor Jorge Escalante. "By establishing satellite hubs at various school sites, we can dynamically respond to the specific needs of our communities." The initiative also aims to strengthen partnerships with local agencies, ensuring the sustainability of services beyond the grant period. District officials said families can expect improved communication between home and school, increased opportunities for parental engagement, and enhanced support services to address barriers to student success. "Our team collaborated extensively to develop a plan centered on family needs," said teacher Penny Edmiston. "This funding will deepen the connections between home, school, and community, benefiting all VESD families." The grant application was a collaborative effort involving district staff, school site staff, Family Resource Center staff, and leadership from Jorge Escalante and Penny Edmiston, under the guidance of Dr. Benitez. For more information on available services and programs, families are encouraged to visit the VESD Family Resource Center website at Daily Press reporter Rene Ray De La Cruz may be reached at RDeLaCruz@ Follow him on X @DP_ReneDeLaCruz This article originally appeared on Victorville Daily Press: Victor Elementary School District receives grant to expand services
Yahoo
2 days ago
- Business
- Yahoo
Job Corps center closure leaves students without a future
ST. LOUIS – FOX 2 has been outside the St. Louis Job Corps Center for hours, and what we're seeing is heartbreaking. Students are being escorted off campus by security—many with all their belongings—while concerned families rush to meet them. Security told FOX 2 we aren't allowed on the property without regional approval, and employees can't speak on camera. But the emotional toll playing out outside the gates is impossible to ignore. Close Thanks for signing up! Watch for us in your inbox. Subscribe Now By June 30, The U.S. Department of Labor is pausing operations at all contractor-operated Job Corps Centers—including here in Missouri. The department says this is due to a $213 million deficit, rising safety concerns and low graduation rates. The move puts nearly 200 jobs at risk and displaces hundreds of students who rely on this facility for stability, training and a future. One of those students is Ralphetta Wiggley's grandson. She left her daughter's hospital bedside to come pick him up. 'It hurts me because he can not finish his career! He's a good boy! He don't do none of that,' she said. 'All he does is go to school and try to, you know, learn and get a career so he can get a scholarship and a good job!' Inez DIckerson dropped her granddaughter off just three weeks ago, with hopes of her becoming a nurse. Now, she says her granddaughter may have to find a job instead of pursuing that dream. 'I don't understand that! This is what they need to keep themselves out of trouble,' Dickerson said. Her granddaughter was months away from heading to a nursing program. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Irish Times
3 days ago
- General
- Irish Times
Classroom to college: your essential Leaving Cert guide
Nerves are jangling, pressure is building and teeth are on edge – and that's just the parents. The Leaving Certificate doesn't just test students; it can feel like the whole household is sitting the exams as kitchen counters are strewn with highlighters and dog-eared study notes. So, how can you help your child prepare for the exams? What's the best way to keep spirits from flagging? And how can you help ensure they pick the right study options after school? READ MORE Our new Classroom to College newsletter will include: 'Get seated 30 minutes beforehand': Leaving Cert survival guide from guidance counsellor Brian Mooney; Exam diarists from Athlone Community College who will share the highs and lows of the Leaving Cert exams; Up-to-the-minute reaction to all the big exams with access to the exam papers; Parents' diary : Damian Cullen on trying to stay calm as the tempest approaches; Analysis of how the move to lower grades towards pre-pandemic norms will affect the class of 2025 in the CAO points race; The inside track on alternative pathways available in further education and third level to help students fulfil their dream careers; My Leaving : entertainers, broadcasters and politicians recall their most vivid exam memories When August comes, we'll provide expert advice on guidance on CAO offers, a live help desk staffed by our team of guidance counsellors to deal with readers' queries, and detailed guidance on the smart options in further education and training.
RNZ News
19-05-2025
- Business
- RNZ News
Could a four day work week be way of the future?
Elite online private school, Crimson Global Academy has trialled a four day week for all its online students in Term One. A survey of students and teachers has showed strong support for it, ditching the classroom on Day Five, so they are sticking with it. About 85 percent of students said they were able to stay on top of the work and about same percentage of teachers expressed optimism for the the long term benefits. Crimson Global Academy's Deputy Principal Ronan Kearney spoke to Lisa Owen. Tags: To embed this content on your own webpage, cut and paste the following: See terms of use.
