Police tasered disabled girl in school | Four Corners

Key Concepts

• Use of Force: The application of physical or mechanical restraint by law enforcement.
• Taser (Conducted Energy Device): A weapon that fires electrified darts to incapacitate a person via neuromuscular incapacitation.
• Intellectual and Physical Disability: Conditions including cerebral palsy, epilepsy, visual impairment, and paralysis, which impact communication and behavioral responses.
• De-escalation: Techniques used to reduce the intensity of a conflict or crisis.
• Human Rights/Civil Litigation: Legal action taken against state entities for alleged unlawful or degrading treatment.

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Incident Overview: The Case of Tijuana Mlennon

In February 2020, Tijuana Mlennon, a 16-year-old student with multiple disabilities—including cerebral palsy, epilepsy, visual impairment, and paralysis of her right hand—was subjected to the use of a Taser by Queensland police officers. The officers had arrived at her school to investigate allegations that she had been a victim of abuse.

Sequence of Events and Methodology of Intervention

The interaction escalated from a standard investigative inquiry to a high-force intervention through the following stages:

1. Initial Inquiry: Officers attempted to question the student. When she exercised her right to remain silent and refused to engage, the situation became tense.
2. Behavioral Response: Following the refusal to speak, the student became agitated. She picked up a plastic cricket bat and began striking objects.
3. De-escalation Attempt: School staff successfully intervened and began the process of calming the student down.
4. Police Escalation: As the student retreated into a room and attempted to close the door, police drew their Tasers. The officer justified this action by stating he feared the student might arm herself with a weapon, such as a knife, despite the student having no such item in her possession at the time.

Legal Arguments and Claims

The family of Tijuana Mlennon has initiated a lawsuit against the Queensland Police Service. Their legal argument rests on the following points:

• Unlawful Use of Force: The family contends that the use of a Taser on a minor with significant physical and intellectual disabilities was disproportionate and unnecessary.
• Cruel and Degrading Treatment: The lawsuit characterizes the police conduct as a violation of the student's human rights, arguing that the force used was excessive given the context of a disability school environment.
• Lack of Accountability: The report notes that the Queensland Police have declined to respond to specific inquiries regarding the incident or their broader policies concerning the use of Tasers on vulnerable populations.

Critical Perspectives

The incident highlights a significant disconnect between standard police tactical training and the specialized needs of individuals with disabilities. The primary contention is that the officers failed to recognize the student's behavioral cues as manifestations of her disability rather than criminal aggression. By choosing to deploy a Taser rather than allowing school staff to continue their de-escalation efforts, the officers are accused of exacerbating a crisis rather than resolving it.

Conclusion

The case of Tijuana Mlennon serves as a stark example of the risks associated with the use of high-force tactical equipment in educational settings involving students with disabilities. The core takeaway is the ongoing debate regarding the necessity of police presence in disability-related crises and the urgent need for specialized training that prioritizes de-escalation over the immediate use of force. The pending litigation will likely focus on whether the police response met the legal threshold for "reasonable force" or if it constituted a systemic failure to protect a vulnerable minor.