Physical intervention in schools guidance: consultation analysis

1. Executive summary

1.1 Background

This report provides an analysis of the responses submitted during the consultation on the draft non-statutory guidance ‘Included, engaged and involved part 3: A relationship and rights-based approach to physical intervention in Scottish schools’ (“the guidance”). The consultation opened on 21 June 2022 and closed on 25 October 2022. A mixed method approach was adopted to analyse the consultation findings. This allowed a review of both the quantitative and qualitative data submitted. Please visit Physical intervention in schools guidance consultation - Scottish Government consultations - Citizen Space to view responses to the consultation where consent has been given to publish.

1.2 Responses received

In total, 104 responses were received as part of the consultation. Respondents were asked to self-identify as individuals or organisations.

• 46 respondents self-identified as individuals
• 58 respondents self-identified as organisations.

Responses from organisations were assigned appropriate categories to allow for further analysis.

• Local authority (29 responses)
• Education stakeholder (7 responses)
• Third sector (6 responses)
• Other professional stakeholder (15 responses)
• Other organisation (1 response)

The 29 local authority responses represent 22 individual local authorities. Children and young people’s views were referenced in 3 of the responses submitted from organisations.

1.3 Summary of responses

The consultation asked 8 questions in relation to the clarity of the guidance, its new definitions of the different types of physical intervention, restraint and seclusion and any changes that should be made. There were 104 respondents to the consultation. Responses included:

• Of the 88 respondents who answered whether the guidance is easy to understand, 64% (56 responses) answered yes and 36% (32 responses) answered no.
• Of the 86 respondents who answered whether the physical intervention definitions included in the guidance were clear, 60% (52 responses) answered yes and 40% (34 responses) answered no.
• Of the 87 respondents who answered whether there are any other restraints used in schools that should be added to the guidance, 67% (58 responses) answered no and 33% (29 responses) answered yes.
• Of the 85 respondents who answered whether there were any additions that would help the application of the guidance in schools, 78% (66 responses) answered yes and 22% (19 responses) answered no.
• Of the 86 respondents who answered whether any other changes should be made to the guidance, 71% (61 responses) answered yes and 29% (25 responses) answered no.

The key themes raised in the consultation were:

• The guidance was considered to be too long, which impacted its accessibility.
• Further clarity on the advice on the prevention of restraint would help the implementation of the guidance.
• Clarity of the definitions. The definitions of the types of physical intervention and restraint were clear; however additional clarity was asked for in relation to the definitions of, and connection between, staff-led withdrawal and seclusion.
• The importance of supporting resources, accessible handouts and training to the implementation of the guidance.

1.4 Conclusion

This report has provided analysis of the 104 responses received to the consultation on the draft physical intervention in schools guidance. While this report provides a summary of key findings and themes, it is recognised that the individual comments received have provided important feedback on the advice contained within the draft guidance. These have been considered in full. In partnership with the physical intervention working group, the Scottish Government will consider ways in which:

• sections of the guidance can be simplified, without negatively impacting the level of detail required on these interventions;
• the advice on prevention can be strengthened in line with the comments received;
• additional clarification can be provided for some of the definitions; and
• the comments and suggestions on supporting resources, handouts and training can be taken forward in the final version of the guidance and plans for its implementation.

The Scottish Government will now take forward revisions to the draft guidance, which will be published in due course.