Guidance | Restrictive Interventions, Including Reasonable Force (DfE, April 2026)

Purpose of the Guidance

The April 2026 Department for Education guidance on restrictive interventions provides schools with a comprehensive framework for understanding the safe, lawful and appropriate use of restrictive interventions, including reasonable force and seclusion. The guidance emphasises that while such interventions can have profound emotional and physical impacts on pupils, staff and families, there may be rare occasions where they are essential to maintain safety. The overall purpose is therefore twofold: to support schools in proactively reducing the need for restrictive interventions through prevention and de‑escalation, and to ensure that when interventions are necessary, they are carried out lawfully and proportionately.  

Status of the Guidance and Legal Framework

Only certain sections of the document are statutory, with legal force - most notably the requirements around recording and reporting the use of force, seclusion and restraint. These arise from the Education and Inspections Act 2006 and the 2025 regulations concerning seclusion and restraint. The remainder of the guidance is non‑statutory but sets out expectations that schools should follow unless there is a strong reason not to. The guidance sits within a broader legal context, drawing on schools’ duties under the Human Rights Act 1998, the Equality Act 2010 and the Health and Safety at Work etc. Act 1974, establishing pupils’ rights, the need for proportionality, and the importance of safeguarding and staff welfare.

Key Definitions and Terminology

The guidance introduces precise definitions to ensure clarity. Restrictive intervention is defined as any action - physical or non‑physical - that restricts or prevents a pupil’s movement. Reasonable force refers to the legal power for staff to use no more force than necessary, and only for the shortest amount of time. A “significant incident” is any use of force that goes beyond normal, appropriate physical contact. Seclusion is defined as placing a pupil alone in a space and preventing them from leaving, which is only permissible for safety, not discipline. Restraint includes immobilising a pupil with or without physical contact, such as through removing a mobility support device. These definitions help schools understand the scope and complexity of restrictive interventions.

When Staff may use Reasonable Force

All school staff have the legal authority to use reasonable force in specific circumstances. These include preventing pupils from injuring themselves or others, committing a criminal offence, damaging property or causing serious disorder. The guidance stresses that staff who are most likely to encounter such situations should be appropriately trained, and that schools have a responsibility to conduct risk assessments to safeguard staff. The document also clarifies that reasonable force may be used when searching a pupil for legally prohibited items, but must not be used simply to enforce school rules for non‑prohibited items.

Practices that are not Permitted

The guidance makes certain prohibitions unequivocal. Force can never be used as a form of punishment, and techniques that restrict breathing - such as pressure on the neck, chest or abdomen, or covering the mouth or nose - are strictly forbidden. Ground holds are described as particularly dangerous; if a pupil ends up on the ground unintentionally during an intervention, staff must reposition them as soon as possible. Any injuries must be medically assessed promptly. This section reinforces the high‑risk nature of restrictive interventions and underlines that they should always be avoided where possible.

Appropriate Physical Contact in Schools

The guidance explicitly advises against “no contact” policies. Schools are reminded that appropriate physical contact is sometimes necessary and beneficial, such as providing first aid, offering comfort, guiding pupils safely around the school, or teaching physical skills in lessons like PE or music. Staff must use their professional judgement to ensure such contact is appropriate to the child’s age, needs, vulnerabilities and the specific context, while always following safeguarding and child protection procedures. This clarification helps ensure that staff can respond confidently and appropriately to pupils’ needs.

Seclusion as a Safety Measure

Seclusion is addressed as an exceptional safety intervention that should only be used when a pupil is highly dysregulated and poses a risk to others. It must never be used as a disciplinary measure, nor threatened as punishment. Any seclusion must occur in a safe and non‑intimidating space, with the pupil supervised at all times and allowed to leave as soon as the immediate risk has reduced. All instances must be recorded and reported in line with statutory duties. This ensures transparency and safeguards both pupils and staff.

Developing a School Policy on Restrictive Interventions

Schools are expected to develop clear, accessible policies setting out how restrictive interventions may be used, and how they will be recorded, reported and reviewed. This policy may stand alone or form part of the behaviour policy. It must reflect legal responsibilities, outline preventative and de‑escalation approaches and be well‑communicated to staff, pupils and parents. Whole‑school preventative measures include appropriate environmental design, consistent behaviour management, strong relationships, and effective communication strategies. Schools should also collect and analyse data on restrictive interventions to inform improvements. At an individual level, policies should facilitate close work with parents and external professionals and detail tailored strategies and reasonable adjustments for pupils with specific needs.

Deciding whether an Intervention is Appropriate

The guidance offers clear factors for staff to consider before using restrictive interventions. Staff must assess whether the intervention is necessary and whether less restrictive options could be more effective. Any intervention must be proportionate and only applied for as long as required to reduce risk. The guidance requires staff to consider the pupil’s characteristics - such as age, size, SEND, medical conditions and past experiences - as well as equality implications. Staff should communicate calmly and clearly wherever possible, ensuring pupils understand what is happening and why. The welfare and dignity of the pupil should remain central throughout. Training should equip staff to make rapid, lawful decisions under pressure, and school leaders should support staff decisions made in good faith.

 

Considerations for Pupils with SEND

Pupils with SEND may be disproportionately affected by restrictive interventions due to factors such as sensory sensitivities, communication difficulties, anxiety or unfamiliar situations. Schools must understand the triggers behind behaviours that challenge and create supportive environments that reduce distress. Staff who know the pupil well can identify risk factors and help develop proactive strategies. Behaviour support plans should be co‑produced with parents and professionals, outlining adjustments and communication strategies, and should be regularly reviewed, especially after incidents. Schools must also comply with their Equality Act duties to avoid disadvantaging disabled pupils.

Supporting Pupils and Staff after an Incident

The guidance stresses the importance of reviewing each incident promptly to understand contributing factors and to identify improvements in practice. Pupils and staff should receive medical care for any injuries and be offered opportunities to debrief with a neutral staff member. This reflective process supports emotional recovery, repairs relationships and contributes to a culture of learning. Witnesses, including other pupils, may also require support. Follow‑up measures, such as additional conversations, counselling or adjustments, may be put in place as needed.

Statutory Duties for Recording and Reporting

Schools have clear statutory duties to record and report significant uses of force and all incidents of seclusion or restraint. Records must be completed as soon as practicable—ideally the same day—and include key details such as the individuals involved, relevant SEND information, the time and location, the circumstances leading up to the incident, the strategies attempted, the type and degree of force used and any injuries or follow‑up actions. Parents must be informed promptly unless doing so would place the child at risk of harm. Follow‑up discussions with parents are considered good practice, helping review triggers, evaluate behaviour plans, and identify future strategies. Where an incident meets the definition of significant force, schools need only follow the reporting pathway for force rather than duplicate reporting for seclusion.

Governance, Oversight and Accountability

Governing bodies and proprietors must ensure that school procedures for recording and reporting are followed consistently and that data is regularly reviewed. This oversight helps leaders identify patterns, training needs, ineffective approaches and any disproportionate impact on specific pupil groups, including those with protected characteristics or SEND. The guidance warns leaders to interpret data proportionately, recognising the limitations of small sample sizes. Governance plays a critical role in accountability and ensuring the school operates safely and lawfully.

Complaints and Allegations

Complaints relating to restrictive interventions should be dealt with through the school’s normal complaints procedures. Where allegations suggest misuse of force or inappropriate restrictive interventions by staff, the processes set out in Keeping Children Safe in Education must be followed, including consideration of suspension while an investigation takes place. This ensures that safeguarding remains central and that concerns are handled with transparency and rigour.

In Summary

This guidance outlines how schools should minimise and safely manage the use of restrictive interventions, including reasonable force and seclusion, ensuring they are only used when necessary to prevent harm. It clarifies legal duties around recording and reporting incidents, emphasises the importance of prevention, de‑escalation and pupil‑centred approaches, and highlights the need for particular care when supporting pupils with SEND. The document also sets clear expectations for staff training, policy development, governance oversight and post‑incident support to maintain safety, accountability and pupil wellbeing.

Resources:

Restrictive interventions Guidance: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf

Use of reasonable force in schools: https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools