Physical intervention in schools: guidance

Guidance on 'Included, engaged and involved part 3: A relationships and rights-based approach to physical intervention in schools'. This guidance is for education authorities grant-aided and independent schools in Scotland on the use of physical intervention.


Annex B: List of definitions and recording expectations

Venn diagram of physical intervention and restraint terminology
A diagram of a physical intervention and restraint. The diagram shows that hugs, guiding hand, moving and handling are types of physical intervention. Seclusion is a type of restraint. There is an overlap for physical restraint and mechanical restraint as these practices are both a physical intervention and a restraint.

Alternatives to restraint and seclusion

Preventing distressed behaviour from occurring:

  • Universal and targeted support to meet children and young people’s additional support needs
  • Preventative approaches to distressed behaviour

Responding to distressed behaviour:

  • Co-regulation and de-escalation strategies
  • Pupil-led withdrawal
  • Staff-led withdrawal

Key definitions and recording expectations

1. Physical intervention

“Physical contact carried out with the purpose of providing support to or preventing the actions of a child or young person.”

Recording and Reporting Expectations

Physical intervention that does not involve restraint does not need to be recorded or reported.

Physical intervention that involves restraint must always be recorded and its use reported, as outlined below.

Physical intervention that involves restraint must be followed by post-incident support and a learning review, as outlined below.

2. Restraint

“An act carried out with the purpose of restricting a child or young person’s movement, liberty and/or freedom to act independently.”

Recording and Reporting Expectations:

Recorded by school within 5 working days.

Reported by school to parents/carers as soon as possible during the school day and exceptionally within 24 hours of restraint being used.

Reported by school to Education Authority, managers of grant-aided school or the proprietor of the independent school within 2 working days with the full record shared within 5 days.

Post-incident support and learning review: yes

3. Physical restraint

“The use of direct physical force to restrict freedom of movement.”

Recording and Reporting Expectations

As per restraint recording and reporting.

Post-incident support and learning review: yes.

4. Mechanical restraint

“The use of equipment to restrict freedom of movement.”

Recording and Reporting Expectations

The use of equipment with a restrictive element does not need to be recorded or reported if its use was in line with an agreed support plan.

Any use out with the agreed support plan should be recorded and reported in line with other restraints.

Post-incident support and learning review: yes, when used out with agreed support plan.

5. Seclusion

“An act carried out with the purpose of isolating a child or young person, away from other children and young people, in an area in which they are prevented from leaving.”

Recording and Reporting Expectations

As per restraint recording and reporting.

Post-incident support and learning review: yes.

Urgent review of the child or young person’s support plan should also take place.

6. Pupil-led withdrawal

“Where a child or young person temporarily moves away, at their choice, from a situation they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour.

The child or young person is free to leave the space they have moved to.”

Recording and Reporting Expectations

Documenting its use within the establishment is advised so that high frequency of use can be reviewed. The child’s or young person’s support plan should be updated where necessary.

Where no support plan is in place, consideration should be given to developing one.

Onward reporting not a requirement.

Post incident support and learning review: on a needs basis.

7. Staff-led withdrawal

“Working with a child or young person to move away from a situation they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour.

The child or young person is free to leave the space they have moved to.”

Recording and Reporting Expectations

Documenting its use within the establishment is advised so that high frequency of use can be reviewed. The child’s or young person’s support plan should be updated where necessary.

Where no support plan is in place, consideration should be given to developing one.

Onward reporting not a requirement.

Post incident support and learning review: on a needs basis.

Contact

Email: supportinglearners@gov.scot

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