New government guidance on restrictive interventions: what's changed and how should schools react?

While the legal power to use reasonable force remains broadly unchanged, the practical, safeguarding and governance expectations on schools have shifted significantly.

Most notably, the new framework introduces statutory duties around recording and reporting of incidents, a wider conceptual approach to restrictive interventions, and a stronger emphasis on prevention, pupil welfare and accountability.

The key changes in the new guidance

Shift from reasonable force to restrictive interventions

The new guidance reframes reasonable force as part of a broader category of restrictive interventions, encompassing physical restraint, non‑physical restraint, and seclusion. This represents a significant cultural shift, and puts safeguarding at the centre of decision‑making.

New statutory duties to record and report

From April 2026, governing bodies of maintained school and proprietors of other schools, must have a procedure in place for recording significant incidents involving the use of force and reporting these to the child's parents. Equivalent obligations apply to incidents of seclusion and non‑physical restraint. This replaces what was previously considered ‘good practice’ with a clear mandatory legal requirement.

The new guidance sets out a minimum level of detail that must be included in any record:

• names of pupil and staff directly involved
• time, date, location and approximate duration of the intervention
• any relevant needs or circumstances of the pupil, including whether the pupil involved has an identified special educational need or disability and their SEN status code
• brief account of why the intervention was considered necessary
• details of any physical injuries sustained, if applicable; and
• any post-incident support provided including details of any medical treatment needed. 

Regulation of seclusion

For the first time, detailed guidance is provided on the use of seclusion. It states that seclusion must only be used as a safety measure to protect others from harm and never as a punishment. Any pupil placed in seclusion must be supervised at all times and schools must record this in line with mandatory duties created in this guidance. 

Stronger safeguarding limits

The guidance sets out clearer boundaries around unacceptable restraint techniques, particularly where breathing or circulation may be affected. Schools must seek medical assistance if the pupil has been injured. 

The guidance also explains that restrictive practices can include restrictions without physical contact, such as removing walking aids to prevent harm.

Enhanced focus on SEND and equality duties

There is a significantly expanded emphasis on pupils with special educational needs and disabilities (SEND), recognising the disproportionate use of restrictive interventions on these pupils and the need for reasonable adjustments, co‑produced behaviour support plans and trauma‑informed practice.

Schools are advised to recognise triggers and try to manage these before situations escalate. The government also asks schools to be proactive in developing behaviour support plans to consider strategies to support pupils with SEND.

Increased governance responsibility

Governing bodies and academy proprietors are now expected to actively review and interrogate data on restrictive interventions to identify trends, disproportionality and areas for improvement.

What should schools do to implement the new guidance?

1. Update policies

You must update your behaviour, safeguarding and SEND policies to reflect the new guidance and put in place systems to capture the statutory recording and reporting requirements.

2. Implement recording and reporting systems

Put in place clear processes to record significant incidents promptly and inform parents in writing as soon as practicable following the incident.

3. Train staff

Make sure your staff are trained not only in appropriate physical restraint techniques but also know how to prevent and de‑escalate situations. They also need to understand how to reach lawful decisions about intervening. The training should include SEND‑specific considerations.

Training should also be given in reporting and recording practices to ensure that staff are capturing the required level of detail.

4. Embed post‑incident review and provide support

Post‑incident debriefs, medical support where appropriate and reflective reviews of incidents should be embedded into school practice.

5. Strengthen governance oversight

Governing bodies and proprietors should regularly review restrictive intervention data and ensure appropriate action is taken to reduce reliance on such measures.

Conclusion

The April 2026 guidance represents a significant shift in the expectations placed on schools. Compliance will require thoughtful policy revision, staff training, and a proactive safeguarding culture focused on prevention and accountability.

We can help you to determine if your policies comply with the guidance and meet the statutory duties. Please contact Ester Salter for more information.

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