Abstract
This study aimed to understand the beliefs of special education directors from Minnesota about restrictive procedures in K-12 public schools. Physical holding and seclusion are problematic because of injuries, emotional trauma, and increased use with students of color. In this basic qualitative study, 10 current special education directors in Minnesota were interviewed regarding their beliefs about seclusion and physical holding. The frameworks of critical race theory and transformational coaching were utilized to interpret results. Thematic analysis revealed that White participants believe that seclusion is necessary for students with the most intensive needs. For directors of color, beliefs focused on issues of systemic racism, including a strong belief in ending seclusion. All participants believe that physical holds are a necessary safety intervention. Recommendations include state oversight to ensure safety and leveraging person-centered approaches. White directors must engage in self-examination to shift mindsets that serve to maintain racist systems. Eliminating seclusion and using physical holds only as a last resort safety intervention is essential to improving the school experience for our most marginalized students.
Advisor
Melissa Krull
Committee Member
Leslie Locke
Committee Member
Leslie Hitchens
Date of Degree
2025
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Krueger, J. L. (2025). A qualitative examination of special education directors' beliefs regarding restrictive procedures [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1556/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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