Exploring views of physical restraint in schools: pupil experiences, relationships with staff, and alternative strategies

ABSTRACT

Physical restraint is a restrictive practice used in schools, but there are no up-to-date statistics concerning the frequency of its usage in England and there are concerns as to whether it is being used appropriately and effectively. Pupils with special educational needs are more likely to experience physical restraint in school, but opportunities for them to share their views through research are limited. Through semi-structured interviews, four primary-aged pupils from a specialist social, emotional and mental health (SEMH) educational setting shared their experiences of physical restraint, its impact on their relationships with staff members, and alternative strategies. Overall, participants had negative experiences of physical restraint, highlighting that it should be used for safety, but not for minor incidents. All participants identified useful alternative strategies that helped them to feel calmer. The ability to separate negative emotions associated with physical restraint and supporting staff members varied between participants. The findings are discussed in relation to implications for educational psychology practice and future research.

KEYWORDS:

• Physical restraint
• pupil views
• relationships
• alternative strategies
• human rights

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2020-2022.