From April 2026, the Department for Education guidance on restrictive interventions, including the use of reasonable force, will come into force. This revised document replaces the previous guidance on reasonable force and reflects recent legislative changes, as well as a growing national focus on pupil wellbeing, staff confidence and accountability in managing high-risk situations.
Restrictive interventions are among the most serious responses a school can use, and when used appropriately, these interventions can prevent immediate harm. When used incorrectly, they can cause physical or emotional injury, damage relationships and place schools at legal risk. From our work with schools, we know that staff consistently strive to prevent situations from escalating to this point and work hard to manage behaviour through positive relationships, early intervention and de-escalation. We also know, however, that many staff feel concerned about about the use of restrictive interventions in schools, particicularly if they are the ones expected to implement it. For these reasons, we feel this updated guidance is welcome, as it recognises both the complexity of these situations and the need for clarification for, and support of, staff who are trying to keep everyone safe.
A strong theme running through the guidance is prevention. Schools are encouraged to prioritise early support, effective behaviour strategies and de-escalation so that crisis situations are less likely to arise in the first place. We suspect that this emphasis will feel welcome to many staff, as similar discussions have been coming through in recent supervision sessions. Clients have shared questions about how to balance safety with dignity, how to respond when de-escalation fails, and how to ensure practice is consistent across teams. The new guidance offers a helpful framework for reflecting on these very real challenges.
The guidance confirms that all school staff have the legal power to use reasonable force, but only when it is necessary. This includes situations where staff need to prevent injury, stop a criminal offence, prevent serious damage to property or address severe disruption. Importantly, force must always be proportionate to the risk, used for the shortest time possible and never as a planned or routine response. It is also made explicit that restrictive interventions must not be used as punishment or as a substitute for effective behaviour management, and it must never be used for discipline. This is something we strongly support at The Essential Safeguarding Company and we welcome this clear update. Any space used for seclusion must be safe and appropriate, and the pupil must be supervised at all times. These are areas that have prompted thoughtful discussion in supervision recently, particularly around thresholds for use and how decisions are recorded and reviewed afterwards.
One of the most significant changes in the updated guidance is the statutory expectation around recording and reporting. Schools will be required to record all significant incidents involving force or seclusion and to inform parents or carers promptly, usually on the same day and in writing. This move towards greater transparency supports accountability and reflective practice and helps build trust with families.
The guidance also highlights the need for particular care when supporting vulnerable pupils, including those with special educational needs and disabilities or those with an experience of trauma. Schools are reminded of their duties under the Equality Act 2010 and the importance of understanding individual triggers, of making reasonable adjustments and involving families wherever possible. These considerations align closely with concerns raised in recent discussions with cleints, where staff have been seeking reassurance that safety measures can sit alongside compassionate, person-centred practice.
To embed the guidance effectively, schools will need to review policies and create clear systems for recording and learning from incidents. This is not just about compliance, it is about creating a culture where staff feel confident, pupils feel respected and difficult situations are handled with professionalism and care. We will be very happy to support schools with this, and it will also form an important part of our safeguarding audits, helping to ensure that practice is both safe and sustainable.
Many of the questions and uncertainties addressed by this guidance have already been surfacing in recent 1-1 and group supervision sessions. We welcome this, as it reflects thoughtful practice and a desire to do the right thing. We will be very happy to look at the new guidance together in upcoming supervision meetings or during school visits, exploring how it applies to your setting and supporting you to prepare well ahead of April 2026.
By engaging early with this guidance, schools can strengthen their approach to behaviour, safeguarding and staff support, ensuring that when difficult moments arise, they are managed in a way that keeps everyone safe and upholds the values at the heart of education.
What are your thoughts? We would love to hear from you and invite you to share your experiences in our online Facebook community, which you can access here: https://www.facebook.com/groups/3167295756754880