Physical intervention in schools: guidance

Co-regulation and de-escalation: Alternatives to restraint and seclusion

43. Despite preventative approaches being in place, there will still be situations where a child or young person requires support from adults to regulate their emotions, behaviours and stresses in a school environment. These situations may occur unexpectedly. Some children and young people who are neurodiverse may mask increasing stress levels. Most children, over time and with support, will learn how to self-regulate when they are distressed. However, some children and young people, such as those with complex additional support needs or those who have experienced trauma, may require ongoing or periodic support from adults to regulate their emotions or behaviour. This is known as co-regulation. At times, and as a natural outcome of human interaction, individuals can misunderstand each other or disagree, causing disputes. In these situations, anger and stress can escalate quickly. De-escalation strategies can be used to reduce the intensity of a dispute. Resources on co-regulation and de-escalation can be found on Education Scotland’s website. This section includes advice on using these strategies and the specific practice of withdrawal (both pupil and staff led). All these strategies can be used as alternatives to restraint and seclusion.

44. Children and young people, their parents or carers and all staff involved in supporting them should be actively involved in agreeing effective co-regulation approaches and de-escalation strategies, which should be subject to regular review. All staff working with the child or young person, including pupil support assistants and supply teachers, should be informed of any agreed approaches to enable them to respond appropriately.

45. The same process of individualised needs-based assessment, planning, implementation and review should be followed when agreeing co-regulation and de-escalation strategies.

46. The least restrictive approach to supporting a child or young person whose stress levels are rising and where they are unable to self-regulate is to use co-regulation strategies. Where dispute arises, when co-regulation is not possible, de-escalation strategies should be used. The use of co-regulation and de-escalation should always be considered in the first instance. Co-regulation and de-escalation are most effective when planned and tailored to the individual needs of children and young people. However, both strategies can be used when unplanned distressed behaviour occurs. Features of co-regulation and de-escalation include:

• communicating in a calm, non-judgemental and non-threatening manner;
• maintaining a quiet sensory environment by speaking in a quiet voice, reducing the number of people present, noise and, if possible, reducing lighting;
• giving the child or young person time to regain their composure;
• distraction in the moment where this is helpful to the child or young person;
• an activity or movement break that supports self-regulation;
• time with a trusted adult or time alone with an adult in close proximity (within sight and hearing) if the child or young person identifies that this would be helpful to them;
• respecting a child or young person’s personal space, by maintaining a suitable distance;
• being mindful of using open and engaged body language, facial expressions and tone of voice (and only speaking when appropriate);
• identifying and responding to what would be most helpful to the child or young person in the moment; and
• accommodating, where possible, any previously agreed strategies or unplanned requests that would help the child or young person to self-regulate, including a pupil-led withdrawal.

Pupil-led withdrawal

47. Definition of 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.”

48. Considerations for using pupil-led withdrawal:

• A pupil-led withdrawal can be reactive, in response to an unexpected situation, or part of a planned approach.
• The child or young person’s wishes must be taken into account and, where possible, accommodated.
• The child or young person may have previously agreed safe spaces they can withdraw to in their support plan. This could be any safe and comfortable space (indoors or out) on the school campus.
• For some children and young people, a physical activity, such as a walk, may be more beneficial than a calm space.
• Any planned use of pupil-led withdrawal must be fully documented as an integrated part of any support plan, describing the reasons and likely situations arising for its use. All staff working with the child or young person should be made aware of the relevant details.
• The child or young person and their family should be active participants in planning the use of pupil-led withdrawal.
• A risk assessment may be required to determine whether pupil-led withdrawal is a safe approach for the individual child or young person, should this become a recognised support. For example, this may not be a suitable option for a child or young person who is prone to running away.

49. Safeguards for using both pupil-led and staff-led withdrawal are included at the end of this section.

Staff-led withdrawal

50. Definition of 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.”

51. Considerations for using staff-led withdrawal:

• The space a child or young person moves to may allow them to undertake an activity that would help them regulate their emotions and behaviour. Both the space and the activity may form part of an agreed support plan.
• Although initiated by staff, staff-led withdrawal involves seeking the consent, whether communicated verbally or non-verbally, of the child or young person as part of a co-regulation approach. The child or young person may become responsive when they are engaged and able to participate in the decision to move to another location or space.
• Staff-led withdrawal can be used in response to an unexpected situation, or as part of an agreed approach in a child or young person’s support plan.
• If a child or young person does not consent to withdraw to another location, or to remain temporarily separated from their peers, and a high-risk of injury to themselves or others remains, staff will need to re-consider the least restrictive options available. This may include considering whether the use of a restraint is necessary.
• In some circumstances, where there is a risk of injury, it may be more appropriate to ask other children and young people to leave the immediate area or the learning environment so that it is less stressful for the distressed child or young person.

52. Safeguards for using (pupil-led and staff-led) withdrawal:

• To reduce any negative impacts on a child or young person’s learning, and the learning of others, withdrawal should only be used for the shortest possible time and end when they have regulated their emotions and behaviour.
• Staff planning and facilitating a withdrawal should be supported to be trauma-informed and trauma-responsive.
• The most effective way to monitor and support a distressed child or young person is often to be in the same room with them. There are however exceptions to this. For example, if a child or young person asks to be left alone or if the proximity of another person is clearly distressing them, it might be more effective to allow them space to themselves.
• If the staff member responsible for the child or young person is not able to physically be in the room with them, they must immediately alert a relevant member of staff to monitor the situation and offer immediate reassurance and support.
• The child or young person must be free to leave the space or room when they wish, otherwise this would be categorised as seclusion.
• Any room or area that might be used should be risk assessed to ensure it is safe, dignified and comfortable and would help co-regulation of the child or young person’s emotions and behaviour, and not add to stress levels.
• Any planned use of withdrawal must be fully documented as an integrated part of any support plan, describing the reasons and likely situations arising for use. All staff working with the child or young person should be made aware of the relevant details.
• The unplanned use of withdrawal should trigger a review of the child or young person’s support. In particular, whether a support plan needs to be put in place and if any preventative approaches could be effective in avoiding distressed behaviour from occurring.
• The child or young person should be supported to return to their class, once they are feeling composed, safe and ready.
• Where the use of withdrawal is used frequently, it is important to review its effectiveness on a regular basis. Reflective questions may include:
  • Does this approach offer a lower level of intrusion?
  • Does it help the child or young person to calm more effectively than other strategies?
  • Does it offer improved safety for those around?