Individuals with disabilities who exhibit dangerous, threatening behavior are subjected to higher rates of physical restraint, a procedure that restricts an individual’s ability to move freely. It is regrettable that efforts on eliminating the use of restraint have been ineffective, as there are many issues that coincide with the use of restraint (e.g., access to education, injury). Research on this subject is limited. The current study extends this research by examining 112 teachers’ perceptions of knowledge and training of physical restraint use with students with disabilities. Results indicate several statistically significant variables associated with perceptions, such as school location and teaching position. In light of the study’s findings, teachers, especially general education teachers and teachers in rural areas, must be provided with more training on restraint use, including the issues and concerns that coincide with its use, and equitable support from administrators.
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