WashingtonWashington schools limit restraint and bar new isolation rooms
Washington law limits when school staff may restrain or isolate students and bars methods that threaten life, breathing, or blood flow.
What it does
Staff may restrain or isolate a student only to control behavior that poses an immediate risk of serious harm. They may not use methods that threaten life or restrict breathing or blood flow.
An education plan may include restraint only when the student's needs require advance planning, a parent or guardian requests it and consents in writing, and a health care provider documents medical need.
Providers may not create new rooms mainly for isolating students. The law allows voluntary quiet spaces and limited temporary spaces or classroom barriers, with safeguards and reporting.
Providers must review incidents with students, families, and staff, notify families, and report yearly totals to the state for public release.
Argument forBarring methods that restrict breathing or blood flow and requiring follow-up reviews could help protect students and prevent similar incidents.
Argument againstBecause staff may still restrain or isolate students during an immediate danger, a student could be hurt before the danger passes.
More detail
Staff may restrain or isolate a student only to control immediate behavior that poses a serious risk of harm. These rules cover all students during school-sponsored instruction or activities and apply to school districts and other providers of public education services. Staff must closely monitor the student and stop as soon as the serious risk has passed. Staff may not use mechanical or chemical restraint, or physical restraint or escort that threatens life or restricts breathing or blood flow to the brain.
A student's education plan may include restraint only under limited conditions. This applies to an individualized education program or a plan under Section 504 of the federal Rehabilitation Act. The student's individual needs must require more specific advance planning. A parent or guardian must request restraint and give informed, voluntary written consent, and a licensed health care provider must document that it is medically necessary.
Providers may not establish a new enclosed space mainly to isolate students. The restriction applies to school districts and other providers of public education services. This does not prevent voluntary quiet spaces or unlocked areas used for behavior support. A temporary safe space may be used during an immediate risk of serious harm if the restraint and isolation rules are met. A temporary classroom barrier may separate a student briefly to protect privacy during disrobing or similar behavior, but staff must still be able to monitor the student and report the incident as a separation.
Providers must review, report, and share information about restraint and isolation incidents. These duties cover incidents involving students during school-sponsored instruction or activities. Staff must tell an administrator as soon as possible and send a written incident report to the provider's chief administrator. Providers must make a reasonable effort to tell parents or guardians verbally within 24 hours and send written notice in a language they customarily use for school information when that language is not English. Staff must submit written reports within two business days, and providers must send written family notice within five business days. Providers must send yearly summaries to the state by January 1; the state must publish the data within 90 days of receipt.
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Where it stands
- Introduced
- Passed House
- Passed Senate
- To Governor
- Became Law
Looking ahead
No hearings or votes scheduled.
History
- 2026
- Mar 24Effective date 6/11/2026.Latest
- Mar 24Chapter 169, 2026 Laws.Major
- Mar 24Governor Bob Ferguson signed.Became Law
- Mar 12Delivered to Governor.To Governor
- Vote recorded Final Passage as Amended by the Senate (#1). Result: pass.Lower
- Mar 12President signed.Major
- Mar 12Speaker signed.Passed Senate
- Mar 12Passed final passage; yeas, 58; nays, 37; absent, 0; excused, 3.Passed House
- Mar 12House concurred in Senate amendments.
- Mar 5Third reading, passed; yeas, 28; nays, 20; absent, 0; excused, 1.Minor
- Vote recorded 3rd Reading & Final Passage as Amended by the Senate (#18). Result: pass.Upper
- Mar 5Rules suspended. Placed on Third Reading.Minor
- Mar 5Committee amendment(s) adopted as amended.
- Mar 3Placed on second reading by Rules Committee.Minor
- Feb 25Passed to Rules Committee for second reading.
- Feb 25Minority; without recommendation.Minor
- Feb 25Minority; do not pass.Minor
- Feb 25EDU - Majority; do pass with amendment(s).Minor
- Feb 25Executive action taken in the Senate Committee on Early Learning & K-12 Education at 10:30 AM.
- Feb 19Public hearing in the Senate Committee on Early Learning & K-12 Education at 10:30 AM.
- Feb 17First reading, referred to Early Learning & K-12 Education.Minor
- Feb 13Third reading, passed; yeas, 57; nays, 37; absent, 0; excused, 4.Minor
- Vote recorded Final Passage on Reconsideration (#7). Result: pass.Lower
- Vote recorded 3rd Reading & Final Passage (#5). Result: pass.Lower
- Feb 13Vote on third reading will be reconsidered.
- Feb 13Third reading, passed; yeas, 58; nays, 36; absent, 0; excused, 4.Minor
- Feb 13Rules suspended. Placed on Third Reading.Minor
- Feb 13Floor amendment(s) adopted.
- Feb 131st substitute bill substituted (ED 26).Major
- Feb 6Rules Committee relieved of further consideration. Placed on second reading.Minor
- Jan 27Referred to Rules 2 Review.Minor
- Jan 22Minority; without recommendation.Minor
- Jan 22Minority; do not pass.Minor
- Jan 22ED - Majority; 1st substitute bill be substituted, do pass.Major
- Jan 22Executive action taken in the House Committee on Education at 8:00 AM.
- Jan 12Public hearing in the House Committee on Education at 1:30 PM.
- Jan 12Referred to Education.Minor
- Jan 12Committee relieved of further consideration.
- Jan 12By resolution, reintroduced and retained in present status.
- 2025
- Feb 27Public hearing in the House Committee on Appropriations at 9:00 AM.
- Feb 20Referred to Appropriations.Minor
- Feb 17Minority; do not pass.Minor
- Feb 17Minority; without recommendation.Minor
- Feb 17ED - Majority; do pass.Minor
- Feb 17Executive action taken in the House Committee on Education at 1:30 PM.
- Feb 10Public hearing in the House Committee on Education at 1:30 PM.
- Feb 3First reading, referred to Education.Introduced
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