The concepts of seclusion and physical restraint have long been adopted in schools as crisis intervention tactics to reduce the risk that potentially violent or disruptive children pose to themselves or others. Learning institutions have a history of teaching children basic ethics and manners in the name of education. Still, disruptive or dangerous children can challenge the process leaving the emergency intervention tactics at the forefront of political debate in Nebraska. 

This has been a reemerging topic for teachers and researchers alike. Studies show that physical restraints play an essential role in helping to control violent and aggressive behavior during potentially harmful situations. Those in favor argue that allowing teachers and school administrators the flexibility of utilizing these intervention tactics is necessary for protecting all students' safety. Opposers maintain that this policy sets a dangerous precedent for behavioral consequences in schools and could potentially unfairly target students with disabilities. 

Support for this Nebraska bill comes from the U.S. Teachers' Union, which prioritized ensuring that teachers can meet their student's educational goals. Opposition to the policy primarily comes from organizations supporting disabled children who fear potential profiling of the students they support. 

The question for debate is: should Nebraska's educational professionals be allowed to use physical restraint as a method of discipline?