# Native Children Confined in Wooden Boxes in New York School District
New York state officials uncovered severe abuse in the Salmon River Central School District's special education program. The district confined young children with disabilities in wooden boxes without parental notification, according to state investigators.
The Salmon River district serves a predominantly Native American student population in upstate New York. State education authorities found that staff restrained children by placing them in small wooden enclosures as a behavior management practice. The confinement violated state regulations on restraint and seclusion, which prohibit using confined spaces to isolate students with disabilities.
Parents of affected students were not informed about the practice, deepening the violation of their right to know how schools manage their children's behavior and education. The discovery prompted state officials to announce sweeping reforms to prevent similar abuses across New York's special education system.
The reforms target how schools document, monitor, and supervise restraint and seclusion practices. New York plans to increase oversight of districts serving vulnerable populations, including Native American students who are disproportionately placed in segregated special education settings.
Special education advocates have long documented abuses in restraint and seclusion protocols. Research shows children with disabilities experience restraint and seclusion at rates three times higher than non-disabled peers. Restraint injuries and deaths have occurred in schools nationwide, prompting federal scrutiny and state lawsuits.
The Salmon River case reflects systemic failures in accountability. The wooden boxes remained in use without state detection or parental awareness for an extended period. State officials now face pressure to strengthen inspection protocols and enforce existing regulations more rigorously.
The district must implement corrective action plans and staff retraining. New York education department officials pledged enhanced monitoring of special education programs, particularly in districts serving marginalized student populations. The reforms aim to ensure that restraint and seclusion practices follow legal