A school district in upstate New York is under intense scrutiny after images of a wooden “timeout box” inside an elementary classroom sparked outrage and prompted state and local investigations.

The controversy erupted after photos were posted on social media by a former school board member, showing a tall wooden box with padded flooring inside a classroom of the Salmon River Central School District, a small district near the Canadian border. The images raised concerns that the structure may have been used to isolate students with disabilities, a claim school officials dispute.

Within days, district leaders placed Superintendent Stanley Harper on “home duties” pending an investigation, while several other administrators, including a principal and the special education director, were placed on leave. Officials later acknowledged that two other similar boxes had been installed in district schools and have since been removed.

New York Governor Kathy Hochul called the allegations “alarming and entirely unacceptable,” urging the state Education Department to swiftly investigate and address the situation. State officials reiterated that seclusion is prohibited in New York public schools and ordered the removal of any remaining isolation structures.

The district serves a student population that is more than 60 percent Native American and sits alongside the St. Regis Mohawk Reservation, intensifying community reaction. Tribal leaders said the incident reopened historical trauma linked to the mistreatment of Native American children in educational institutions and demanded accountability from district leadership.

School officials have maintained that the box shown in the photos was never used with students and that timeout practices are allowed only when there is an immediate risk to physical safety. However, several parents disputed this during public meetings, saying their children had been placed inside the structures.

The district temporarily shifted to remote learning, citing safety concerns, as investigations continue and trust between families and school leaders remains strained.