A serious situation getting a serious response — that’s the best way to describe the outcome of an investigation of the Hillcrest Elementary School “calm-down” room.
Unfortunately, it took outside pressure — from parents, The Recorder and a nonprofit disability rights group — to get school officials to act in a way that common sense should have dictated long ago.
Problems with the room came to light after the parents of a 6-year-old said their child received minor head injuries after being left in the room unattended. At the time, the windowless room — which was designed to give children a place to calm down after growing unsettled or disruptive in class — had unpadded concrete walls and the child banged his head against a hard surface.
The Disability Law Center launched an investigation after parents complained about the school’s treatment of disruptive students. The center’s investigation found no “systematic signs” of abuse or neglect at the school. That clearly is good news.
But the center’s report also makes clear that the school could do better in situations where the calm-down room is used — including better communication with the parents of children who are placed in room.
“We welcome the DLC recommendations and have already implemented some and will soon implement the remainder. In some cases we are taking actions going beyond the scope of their recommendations to ensure student well-being and consistent implementation of best practices,” Superintendent Michael Sullivan wrote in response to the report.
That, too, is good to hear. But, still, what took the district so long?
It should have not have taken an outside organization to point the school district in the right direction. As reported by The Recorder when the parental concerns first surfaced, Hillcrest’s room differed dramatically from others in the county.
While other rooms were fitted out with pillows, beanbags, padded surfaces and cheerful artwork, Hillcrest’s, a converted storage space, featured bare concrete walls and no windows other than a small one in the door. Although school administrators have defended the room and its use, saying that it is essentially the last place used in an attempt to quiet a student, there didn’t seem to be much thought put into the actual physical space, its limitations and risks.
While the district might not have liked the parental questions and newspaper coverage, they started a change in thinking for the better. For example, school officials had walls were painted to include a colorful mural and large pillows were set on the floor.
The disability investigation and subsequent report seems to be having a similar influence.
The center recommended widening the door window so that someone outside the door can’t lose sight of a student. Sullivan said the plan is to widen it, and install a convex mirror in one of the corners so there are no blind spots in the room.
The center’s investigation found that students could lock themselves in the room, a possibility in clear violation of state regulations. Sullivan said that lock was removed in February.
The center recommends better communication with parents when a student’s behavior results in the use of the room. The superintendent said improved record-keeping of the room’s use and a notification system will be put in place. A new guideline for staff on when to use the room have been drafted as well.
These all indicate the right response by the district, something that will go a long way now that it’s finally come along.