1.2. Define what is meant by restrictive interventions

This guide will help you answer 1.2. Define what is meant by restrictive interventions.

Restrictive interventions are actions used to prevent or manage harmful behaviour. They involve limiting a person’s freedom or ability to move to ensure safety. These interventions are often used in settings where children and young people may present behaviours that pose a risk to themselves or others. While restrictive interventions can sometimes be necessary, they should always be a last resort.

The actions taken must be proportionate, necessary, and time-limited. Staff working with children and young people must follow clear guidelines to ensure these methods are used appropriately, ethically, and legally.

Types of Restrictive Interventions

Restrictive interventions can take several forms. Below is a breakdown of the common types:

Physical Intervention

This involves using physical contact to restrain or move a person. Examples could include holding a child to stop them from hitting someone or guiding them away from danger.

Physical interventions should always:

• Prioritise safety and minimise harm.
• Use minimal force.
• Only last as long as needed to manage the risk.

Training is usually required to ensure physical interventions are safe and in line with policies.

Mechanical Restraints

This includes using equipment or devices to restrict movement. For example, using straps or belts to prevent injury during transportation. These are rarely used with children and young people unless indicated for medical or safety reasons.

Strict protocols govern the use of these devices, such as obtaining proper authorisation and maintaining oversight.

Environmental Restrictions

Environmental restrictions involve altering or controlling the environment to limit behaviour. For instance, this could include locking certain doors, removing potentially dangerous objects, or using safety gates to prevent harm.

While this type of restriction is less intrusive, it still limits freedom, so staff must constantly assess its necessity.

Chemical Restraints

This refers to the use of medication to manage behaviour. It is only used under medical advice and when other strategies have been unsuccessful. Administering medication for behaviour control outside a medical plan is unethical and illegal.

This intervention should always be part of a comprehensive care plan and monitored by healthcare professionals.

Psychological Restrictions

These involve influencing behaviour through non-physical means, such as controlling access to activities or limiting interactions. For example, a child might be told they cannot participate in a group activity if their behaviour poses a risk.

While this type can sometimes form part of a positive behaviour plan, it must never be used unfairly or as a form of punishment.

Legal Considerations

The use of restrictive interventions must comply with UK laws. Key legislation includes:

• The Children Act 1989 and 2004 – Emphasises the welfare and safety of children and the importance of using the least restrictive options.
• The Human Rights Act 1998 – Protects against the misuse of interventions that could breach an individual’s rights, such as their right to liberty or freedom from degrading treatment.
• The Equality Act 2010 – Ensures interventions do not discriminate based on disability, ethnicity, or any other protected characteristic.

Professional guidelines, such as those provided by Ofsted, NHS organisations, or the British Institute of Learning Disabilities (BILD), offer detailed advice on when and how restrictive practices may be applied.

Why Restrictive Interventions Should Be a Last Resort

Using restrictive interventions can have serious physical and emotional effects. For children and young people, they may feel scared, humiliated, or even traumatised. This is why staff must exhaust all other options before resorting to these measures.

Preventative strategies are key in managing challenging behaviour. Staff should:

• Use positive behaviour support techniques.
• Foster good relationships based on trust and understanding.
• Adjust the environment to reduce triggers.
• Identify early signs of distress and respond appropriately.

By taking proactive steps, the likelihood of requiring a restrictive intervention decreases.

The Role of Staff

Staff working with children and young people have a duty to handle challenges with professionalism. This includes:

• Recognising their responsibility to keep the child safe.
• Following their training consistently.
• Recording and reporting any incidents accurately.

Teams should regularly reflect on and review their practices to improve how challenging scenarios are managed.

Example Scenarios

To help put the concept into context, here are examples of when restrictive interventions might occur:

1. A child with behavioural difficulties becomes physically aggressive in a classroom, hitting peers and throwing objects. A staff member uses a trained hold to move them to a quieter area.
2. In a care setting, a young person with autism repeatedly attempts to leave the building without supervision, putting their safety at risk. The staff temporarily locks an exit door while working to calm the individual.
3. A teenager escalates during an argument with staff, attempting to harm themselves. A team member safely holds the young person’s hand and prevents them from accessing sharp objects until support arrives.

Best Practices for Restrictive Interventions

When restrictive interventions are necessary, best practices include:

• Prioritising De-escalation – Staff should use calming techniques and communication strategies first.
• Training – Anyone using restrictive interventions must be fully trained in approved methods.
• Proportionality – The level of intervention must match the level of risk.
• Safeguarding the Child’s Rights – Always act in the child’s best interest.

After any use of a restrictive intervention, it’s essential to hold a debrief. This helps evaluate what happened, provides an opportunity for reflection, and ensures that the child or young person’s perspective is considered.

Positive Behaviour Support (PBS)

Positive Behaviour Support (PBS) is an approach that focuses on understanding behaviour and reducing the use of restrictive interventions. The principles of PBS include:

• Looking for patterns in behaviour and understanding triggers.
• Creating supportive environments that reduce stress.
• Empowering children and young people to communicate their needs in healthier ways.

When PBS is used consistently, it can significantly reduce the need for restrictive practices.

Monitoring and Reviewing

Restrictive interventions must be monitored closely. Staff should:

• Record all details of the incident, including what led up to it and the child’s response.
• Analyse records to spot patterns and prevent future incidents.
• Involve external agencies, where appropriate, to review practices and ensure compliance with regulations.

Parents, carers, and the child or young person should be included in these discussions wherever possible.

Ethical Considerations

Restrictive interventions must always aim to protect, not punish. Ethical practice involves:

• Respecting the dignity of the child or young person.
• Balancing safety with the need for freedom and autonomy.
• Using interventions purely out of necessity, with no personal bias or frustration.

If an intervention feels unnecessary, excessive, or emotionally charged, staff should stop and reconsider their approach.

Using Reflection to Improve Outcomes

After incidents, reflection plays a major role in improving outcomes. Teams should ask themselves:

• Could this situation have been avoided?
• Were there alternative strategies that should have been tried first?
• Did the intervention follow policy and training?

Ongoing professional development, supervision, and team discussions can help reduce restrictive interventions over time.

Final Thoughts

Restrictive interventions are not something to be used lightly. They carry both emotional and legal responsibilities. While safety remains the top priority, staff must always aim to create environments where such measures are rarely, if ever, required. When used, they should reflect careful thought, ethical values, and a commitment to the wellbeing of the child or young person involved.