Restraint and seclusion (R/S) negatively affect students; for example, numerous investigations have demonstrated that serious injuries result from R/S (e.g., Chan et al., 2012; Mohr et al., 2003; Nunno et al., 2006). Changing policy and practice to reduce R/S is critical to promote safety and improve the educational experience and benefit for students at risk for R/S, including students with disabilities (Office of Civil Rights, 2018). This evaluation brief updates and expands prior reviews and examines alternatives to R/S, including alternatives suggested by the U.S. Department of Education (ED) (see ED575981). Specifically, this evaluation brief addresses the following review questions: (1) How do US states and territories address R/S in policy and legislation? Is R/S addressed? If so, in what types of policy and legislation? What types of R/S are addressed?; and (2) What alternatives to R/S did US states and territories include in policy and legislation? Lastly, based on this review, the brief provides considerations for preventing or reducing R/S, such as organizing a continuum of evidence-based prevention practices within a positive behavioral interventions and supports (PBIS) framework to address the use of R/S. [For a related report, "K-12 Education: Education Needs to Address Significant Quality Issues with Its Restraint and Seclusion Data. Report to Congressional Committees. GAO-20-345," see ED605545.]