Physical intervention in schools: guidance

Guiding principles

20. Reflecting children’s human rights, and the nurture principles, the key principles that should guide all policy and practice in relation to the use of physical intervention, restraint and seclusion in schools are:

• all behaviour is communication and a child or young person’s distressed behaviour may indicate unmet needs. All efforts should be made to understand and address those needs;
• all children and young people have a right to have their views sought and taken into account in decisions about them;
• all children and young people have the right to be cared for, protected from harm and to grow up in a safe environment in which their rights are respected and their needs met; and
• Restraint and seclusion should not be viewed as, or become, routine practice in schools. They should not routinely form part of a child or young person’s support plan. They should only be used:
  • within a culture that prioritises positive relationships, behaviour, wellbeing, and planned preventative approaches;
  • to avert an immediate risk of injury to the child or young person, or to others, where no less restrictive option is viable (reflecting the principle of last resort);
  • for the shortest time necessary and in the safest, least restrictive manner;
  • by those who are trained (except in emergency situations where no trained staff are available); and
  • where it does not degrade, punish or deprive a child or young person of their liberty.