Restrictive interventions including reasonable force in schools- an overview of the new statutory guidance

SSS Learning 2 min read
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All schools in England must now follow the new Department for Education (DfE) statutory guidance, Restrictive interventions, including use of reasonable force, in schools.

The guidance, in force from 1st April, replaces the long-standing 2013 Use of reasonable force in schools guidance, and introduces new legal duties and wider clarity on how schools should manage challenging behaviour whilst safeguarding pupils and staff.

From Advisory to Statutory Recording and Reporting

Under the previous 2013 guidance, recording and reporting was advised as recommended good practice, not legally required, which led to a wide variation in how schools documented incidents.

Under the new guidance, schools now have a legal duty to record and report incidents involving restrictive interventions. This includes:

  • Statutory recording of ‘significant incidents’ of restrictive intervention — including reasonable force and seclusion
  • Recording details promptly, generally on the same day, and keeping accurate written records of each significant event
  • Informing parents or carers, who must be informed ‘as soon as practicable’ after an incident involving their child.

Broader Focus: ‘Restrictive Interventions’ Not Just ‘Reasonable Force’

The 2013 guidance focused mainly on reasonable force, defined as physical contact to control or restrain pupils, with limited attention to broader restrictive practices such as seclusion.

The new guidance expands the focus beyond physical restraint, to a wider set of practices. Restrictive interventions now include both physical and non-physical actions used to prevent, restrict, or subdue a pupil’s movement. Clearer definitions are provided for restraint, reasonable force, seclusion and other interventions. Seclusion, the practice of isolating a pupil in a space they cannot leave, is now defined. There is now guidance on the appropriate and safe use of seclusion measures.

Emphasis on Prevention, De-escalation and Behaviour Support

While the 2013 guidance acknowledged staff should seek to avoid using force when possible, it largely focused on outlining when reasonable force could be used, with less systematic guidance on embedding prevention strategies across the school.

The revised guidance places stronger emphasis on proactively reducing the need for restrictive interventions, encouraging:

  • Early support, prevention and de-escalation strategies
  • Review and analysis of incident data to inform improvement planning
  • Development of behaviour support plans, especially where pupils have special educational needs and disabilities (SEND)
  • Tailored approaches with parents and professionals to understand triggers and reduce risk factors.

Greater Clarity on Acceptable and Unacceptable Uses

The previous guidance was clear that force must be reasonable, lawful and proportionate, but did not give as extensive a breakdown of different categories of contact or broader restrictive practices.

The updated guidance includes more detailed definitions of what constitutes appropriate physical contact, and explicitly outlines what is unacceptable. It reaffirms that force must only ever be lawful, necessary and proportionate. It confirms it cannot be used as punishment and prohibits techniques that could restrict breathing or otherwise cause harm. It provides practical examples of physical contact which are not regarded as reasonable force, such as comforting a pupil, guiding them safely or administering first aid.

Responsibilities of Leaders and Staff

Under the 2013 guidance, training decisions were entirely left to individual schools without a statutory requirement to even consider recording and monitoring practices.

The new guidance strengthens expectations on leadership and governance. Governing bodies and proprietors must ensure robust recording and reporting systems are in place and used consistently. School leaders must be accountable for how restrictive interventions are applied and reviewed. Staff training remains important, with the guidance recommending training in both the safe use of interventions and preventative strategies however, it stops short of mandating national training standards.

SEND and Individualised Support

While the previous guidance mentioned needs adjustments under the Equality Act, it had far less content on practical advice and how to integrate this into planning and preventative work.

There is now a clearer focus on pupils with SEND and other vulnerabilities. Schools are now expected to integrate risk assessments and support strategies for pupils whose behaviour may escalate due to underlying needs. Behaviour support plans should be co-produced, where appropriate, with parents and professionals to reduce the likelihood of restrictive practices.

The long-awaited new guidance means schools must adapt from following a framework which largely offered advice on reasonable force, to one that requires active record-keeping, reflection and ongoing development of safer, less coercive behaviour practices. This marks a significant policy shift, strengthening clarity, consistency and accountability on how schools use restrictive practices and embeds statutory duties on recording and reporting. This places greater emphasis on prevention and data-led improvement.

SSS Learning

22 April 2026