In this research, I explored young people's experiences in mainstream secondary schools that use isolation practices. I draw upon a relational ontology and social constructionist epistemology (Burr, 2003; Gergen, 2009) to understand how participants co-construct meaning around isolation, both as users and as witnesses. I used a qualitative narrative methodology and the Listening Guide to gather rich narratives and analyse the layers of voice, identity, and meaning in the participants’ stories (McKenzie et al., 2021).
My literature review explored the historical roots of isolation practices in punitive traditions and behaviourist paradigms (Slee, 1995; Smith, 1981). These practices emphasise control over fostering learning or emotional growth (Barker, 2019; Foucault, 1975). Recent guidance advises that isolation should be proportionate and considerate of the young person’s welfare (Department for Education, 2024a). However, I found that this remains poorly defined, unmonitored, and lacks evaluation from those affected, the young people themselves (Power & Taylor, 2018; Sealy et al., 2023).
The narratives I heard constructed isolation as consistently punitive, restrictive and emotionally distressing, for those who were placed in isolation and those who witnessed it. All participants used the simile of a prison to describe isolation spaces and explored emotional dysregulation, stigma, and power within their narratives. Whilst some shared relief that isolation existed to deter their peers from being disruptive, its fairness, consistency and emotional impact were questioned. One participant expressed a desire to comfort those in isolation, demonstrating a capacity for co-regulation that is currently being prevented by isolation and punitive measures (Emerson & Frosh, 2009).
Through this research, I share the voices of young people and urge schools, educational psychologists, and policymakers to reconsider punitive approaches. I advocate for emotionally attuned, psychologically informed, evidence-based relational practices that promote regulation, inclusion, and dignity (Siegel & Bryson, 2018; Taylor & Scorer, 2025).
