Seclusion of students for challenging behavior is a dangerous and illogical practice. It is a discriminatory practice that is disproportionately used with students with disabilities, especially students with intensive emotional and behavioral needs. Furthermore, there is widespread misuse and under-reporting of the practice in schools. The authors describe the inherent risks with using seclusion in schools and offer alternatives for addressing risk behaviors. The authors propose the cessation of seclusion practices and recommend the use of therapeutic evidence-based prevention and interventions strategies to support students involved in crisis situations.