Physical intervention is a last resort, but you should always be prepared for it
Even though it should only be used once all other options are exhausted, there are still a number of key principles that should underpin any school’s approach to physical intervention
- by James Bowen
Physical intervention is an incredibly sensitive subject that many people would rather avoid discussing. This is entirely understandable. Even as I sit here committing words to paper, I can feel a strong sense of apprehension. What if I inadvertently misrepresent the complex guidance that surrounds the issue? Let’s face it, every teacher in the land would rather they never had to use any form of physical intervention during their career. However, many of us may need to at some stage, so it is important we do discuss the topic, however difficult it may be.
The term ‘physical intervention’ is a very broad one that captures a wide range of potential actions a teacher might take. At one end of the spectrum you have very minor, one-off physical interventions.
For example, if on a school trip you notice a child is about to step out into the road, it would be entirely reasonable for you to physically stop them. Of course, you would then want to revisit why they were close to the road in the first place, the levels of supervision etc, but in that split second, a moment of physical contact for the child’s safety is a sensible course of action to take and in their best interests.
While I don’t particularly like the phrase ‘reasonable force’, the DfE’s guidance on this topic is something that all teachers should be aware of. It states that teachers can physically ‘intervene to prevent pupils from hurting themselves or others’.
Importantly, it is also clear that under no circumstances can teachers ‘use force as a punishment’, something I would hope none of us would need reminding of.
At the other end of the spectrum is the more serious form of physical intervention, used in extreme circumstances. This is very different to the minimal contact outlined above, and what many teachers would commonly refer to as ‘restraint’.
There are a number of key principles that should underpin any school’s approach to physical intervention:
1. It should always be a last resort. A wide range of behaviour management techniques, including de-escalation tactics, should be used before physical intervention is considered.
2. The physical intervention should always be the minimum that is needed in the situation and for the shortest time possible.
3. Any members of staff who are being asked to use restraint should be comprehensively trained to protect both the child involved and themselves.
4. Every school should have a clear policy on physical intervention; this will often be contained within the wider behaviour policy.
5. When physical intervention is deemed likely to be necessary, a behaviour plan should be put in place, detailing how members of staff are expected to respond and what is most likely to work for that child. This should be accompanied by a thorough risk assessment.
6. The behaviour plan should be reviewed frequently. This involves looking at what is and isn’t working and amending accordingly. Are there adjustments that can be made to minimise the need to use physical intervention?
7. If physical restraint has been used, the details of what happened, where and when need to be recorded. This is partly for the protection of staff, but also so you can consider what triggered the situation and how it might be best avoided in the future. 8. It is vital that parents are involved and fully understand the nature of the plan you have in place. If physical restraint has been used, they should understand when and why this occurred.
9. What happens after the intervention has occurred is critical. The child will almost certainly need time to calm down. Their emotions will have been incredibly heightened and it is easy to underestimate just how long it will take for a feeling of peace to be restored. We often forget the impact this has on adults’ emotional state too. They will also need some time and the opportunity to talk through what happened.
Physical intervention is a highly complex issue and we would benefit from even greater clarity from government on some of the finer details. However, the principles outlined above should provide a starting point for both teachers and schools.
James Bowen was the headteacher of a large, successful school in Hampshire before becoming the director at NAHT Edge, the teachers’ trade union for aspirational leaders.
