1.3. Explain when restrictive interventions may and may not be used

This guide will help you answer 1.3. Explain when restrictive interventions may and may not be used.

Restrictive interventions refer to actions taken to limit an individual’s movement, freedom, or behaviour. These measures are usually employed in situations involving children and young people where there is a significant risk to their safety or the safety of others. Such interventions are generally considered a last resort and must adhere to strict legal and ethical guidelines to protect the rights and well-being of all involved.

Understanding when restrictive interventions should and should not be used is essential for anyone working with children and young people.

When Restrictive Interventions May Be Used

Restrictive interventions are only permitted in circumstances where there is no other way to prevent harm. This ensures that the child’s rights and dignity remain intact as much as possible, even in difficult situations. These circumstances include:

Risk of Immediate Harm

Restrictive interventions may be used if there is a clear and immediate risk to the child or young person’s safety. For example:

• If a young person is attempting to harm themselves, such as by running into traffic or using an object to self-injure, an intervention could prevent significant harm.
• If the child’s behaviour poses a risk to another individual, such as hitting, throwing objects, or other forms of aggression.

An intervention in such cases should focus on de-escalating the situation quickly while ensuring everyone’s safety.

Protection of Others

In environments such as schools or care settings, staff are responsible for maintaining the safety of all children. If a young person’s behaviour endangers others, it may be necessary to use a restrictive method temporarily. For instance:

• Preventing a child from throwing an object that could seriously injure a peer or adult.
• Intervening when one child is physically assaulting another to stop the conflict.

Preventing Property Damage When It Could Lead to Harm

Sometimes, property damage escalates to a situation where people are at risk. For instance:

• A young person may smash glass or break furniture, increasing the likelihood of cuts or injuries.
• Restrictive interventions might be used to remove the child from the area or stop the damage if it could lead to harm.

Legal Mandates or Duty of Care

Within the UK, legal frameworks such as the Children Act 1989 and the Human Rights Act 1998 guide the use of restrictive interventions. The duty of care within these laws permits action to protect a young person when it is deemed reasonable and proportionate.

These interventions must always comply with legal and organisational policies to ensure they do not violate children’s rights.

As Part of a Positive Behaviour Support Plan

In some cases, restrictive interventions are planned and agreed upon as part of a Positive Behaviour Support (PBS) plan. This plan outlines strategies to address and reduce challenging behaviour in line with the child’s needs and goals. Restrictive interventions are incorporated only after less restrictive strategies have been thoroughly exhausted.

Conditions for Use:

• The intervention must have been discussed with relevant parties, including parents, carers, or guardians.
• It should be evaluated and reviewed regularly to ensure its appropriateness.

When Restrictive Interventions May Not Be Used

Restrictive interventions have clear limitations to prevent misuse. Understanding these limitations is essential to maintaining ethical and legal standards. Situations where interventions should not occur include:

As Punishment

Restrictive interventions must not be used to discipline or punish a child or young person. Behaviour management techniques must aim to understand and guide positive behaviour rather than rely on control methods to achieve compliance. Using restrictions as punishment breaches the principles of respect, dignity, and safeguarding.

For example:

• A child must not be physically restrained for refusing to complete their schoolwork.
• Preventing a young person from moving freely because they were rude or disruptive is unacceptable.

Negative reinforcement through restrictive measures can harm trust, escalate distress, and potentially lead to trauma.

When Preventable Stress or Anxiety Is Evident

A key principle of working with children and young people is recognising and addressing factors contributing to their stress or anxiety. Restrictive interventions are inappropriate if a child’s behaviour results from unmet needs, frustration, or a lack of communication. For instance:

• If a child acts out because they are overwhelmed by loud noises, addressing the triggers is more suitable than using restrictions.
• Intervening restrictively in response to distress signals could worsen anxiety and erode the child’s long-term well-being.

Effective communication, understanding triggers, and de-escalation strategies should always be attempted first.

Without Proper Training or Resources

Restrictive interventions should only be carried out by individuals trained in safe and appropriate techniques. Improper methods can cause physical harm and emotional trauma. For example:

• A care worker or teacher without accredited training attempting a physical hold could inadvertently injure the child or themselves.
• In group situations, trying to restrain a young person without an adequate number of qualified staff could increase risks.

Training includes techniques that apply the minimal amount of force required, focusing on safety for all involved.

Where It Breaches Rights Under the Law

Restrictive interventions must not infringe on a child’s rights under UK legislation, such as the Human Rights Act 1998. This includes:

• Freedom of movement: Preventing a child from moving should always follow clear legal justification.
• Respect for dignity: Interventions must not humiliate, degrade, or victimise the child or young person.

Breaching these rights could lead to legal accountability for individuals and organisations.

As a Convenience for Staff

Under no circumstance should restrictive interventions be used to make staff’s jobs easier. While time and resource pressures exist, valuing the child’s needs above operational convenience is non-negotiable. Examples include:

• Restraining a child because staff shortages make it difficult to properly supervise them.
• Using intervention to quickly settle a situation without first attempting other behavioural strategies.

Attention must focus on building trust, understanding needs, and creating a safe environment for children and young people.

Principles for Using Restrictive Interventions

Because restrictive interventions must be treated with caution, all practitioners should follow these key principles:

• Last Resort: Always use interventions only when all other options have failed.
• Proportionality: The level of restriction must correspond to the level of risk; unnecessary force must not be applied.
• Minimum Duration: Restrict only as long as needed to manage the immediate risk.
• Empathy and Respect: Maintain the child’s dignity by explaining to them what is happening and why.
• Review and Reflection: After any intervention, review the circumstances and identify proactive steps to avoid similar situations in the future.

Alternatives to Restrictive Interventions

Whenever possible, non-restrictive methods should be employed. These include:

Positive Behaviour Support (PBS) Strategies:

• Focus on improving environmental factors, communication, and relationships to promote desired behaviour.

Effective Communication:

• Use calming words, active listening, and simple language to de-escalate situations.

Active Supervision:

• Keep a watchful eye and step in calmly when early signs of escalation appear.

De-Escalation Techniques:

• Apply methods such as offering choices, distraction, or removing triggers from the environment.

The Role of Reflection and Training

After any restrictive intervention, staff must reflect and identify lessons learned. Regular training ensures that individuals are equipped with skills to manage challenging behaviour in safer, less restrictive ways.

Training should include:

• Understanding child development and behaviour
• Learning about specific conditions, such as autism or ADHD, that may contribute to behavioural challenges
• Practising non-restrictive and de-escalation strategies.

Final Thoughts

The use of restrictive interventions in settings with children and young people is a very serious matter and must always be handled with the utmost care. Only use restrictive measures to protect safety when there are no alternatives and always respect legal and ethical guidelines. By prioritising the child’s dignity, rights, and long-term well-being, you will make a positive impact on their life while maintaining a safe environment for all.