During a recent government meeting, a series of emotional testimonies highlighted the urgent need for reform in the Hazel Park School District regarding the use of seclusion and restraint practices in schools, particularly at Edison Max School. Parents and former students shared harrowing experiences that underscored the psychological and emotional trauma inflicted on children subjected to these methods.

Bennett Salomon, a former student at Edison, recounted his struggles with dyslexia and the punitive measures he faced, including being placed in padded isolation rooms for minor infractions. He described the environment as terrifying and counterproductive, stating that it treated children more like criminals than students. Salomon urged the board to advocate for those who cannot speak for themselves, emphasizing that seclusion and restraint should only be used in true emergencies.

Melissa Frio Solomon, Bennett's mother, corroborated his account, detailing how her son was frequently secluded for trivial reasons, such as googling a word. She expressed concern over the lasting trauma these experiences have caused, noting that even after moving to a more supportive educational environment, Bennett still struggles with anxiety linked to his time at Edison.

Other parents, like Bernadette Monado, echoed these sentiments, sharing their own children's experiences with restraint and seclusion. Monado praised the district's initial steps towards reducing these practices but stressed the importance of implementing trauma-informed, collaborative approaches to meet children's needs effectively.

Katie Kendi, an autistic self-advocate, shared her own experiences of being secluded as a child, highlighting the need for better understanding and support for neurodiverse students. She called for comprehensive training for staff on autism acceptance and emotional regulation strategies to prevent the need for seclusion.

Christine Peterson, a parent of a current Edison student, expressed her alarm at the prevalence of seclusion and restraint within the school, urging the board to take decisive action. She recommended adopting evidence-based models for addressing behavioral challenges, such as those proposed by Dr. Ross Greene.

The meeting concluded with a call to action from Cassie Atula, a Michigan certified teacher, who urged the board to adopt a seclusion and restraint reduction plan. She emphasized the potential for Hazel Park to become a model district by shifting from punitive disciplinary measures to more relational and collaborative approaches.

The testimonies presented at the meeting reflect a growing concern among parents and advocates about the treatment of vulnerable students in the educational system, highlighting the need for systemic change to ensure a safe and supportive learning environment for all children.