Guidance on “physical intervention” in schools has been published today by the Scottish government.
One of its main aims is to “prevent the need for restraint and seclusion”, with a focus instead on prevention and early intervention.
These issues have been widely debated in recent years and, in September, a bill was lodged in the Scottish Parliament on the use of restraint and seclusion in schools.
‘Prevention and early intervention must be primary approach’
In a foreword to the guidance, education secretary Jenny Gilruth says that “prevention and early intervention must be our primary approach”.
She explains that “we want to address the underlying causes of any distressed behaviour that poses a risk to the safety and wellbeing of others” and that this would “help schools deliver a safe and supportive learning environment and prevent the need for restraint and seclusion”.
Ms Gilruth adds: “While the guidance rightly has a focus on prevention, it is vital that our school staff are supported to intervene confidently and appropriately when the need arises. Given the implications of using restraint and seclusion, the guidance advises on relationship-based approaches that can be used in their place.”
However, the NASUWT teaching union said the guidance took too long to appear and does not provide teachers with the advice they need.
“Despite waiting nearly a year for the publication of this guidance, teachers and school leaders will despair the lack of practical guidance on offer from the Scottish government,” said NASUWT general secretary Patrick Roach.
Teachers and school leaders in ‘untenable position’
He said that, given “increasing levels of serious disruption and violence in schools”, the government is putting teachers and school leaders in an “untenable position”.
Dr Roach described the guidance published today as “unfit for purpose”.
NASUWT Scotland national official Mike Corbett, said: “This guidance fails to uphold the Scottish government’s duty to ensure teachers’ right to work in safety, focusing almost exclusively as it does on the rights of children who may be subject to a physical intervention.”
Mr Corbett said that it puts “the onus on teachers and school leaders who utilise restraint or seclusion of pupils while allowing local authorities and ministers to evade their responsibilities for providing sufficient resources and staffing”.
Key principles in today’s guidance on physical intervention in schools include:
- “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 pupils “have a right to have their views sought and taken into account in decisions about them”.
- Restraint and seclusion should not be routine practice in schools, or routinely form part of a pupil’s support plan.
- Restraint and seclusion should only be used: “within a culture that prioritises positive relationships, behaviour, wellbeing and planned preventative approaches”; as a last resort “to avert an immediate risk of injury”; “for the shortest time necessary and in the safest, least restrictive manner”; by trained staff, except in emergencies; and “where it does not degrade, punish or deprive a child or young person of their liberty”.
The full title of the 40-page document is Included, Engaged and Involved Part 3: A Relationships and Rights-based Approach to Physical Intervention in Schools.
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