1.5. Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour

This guide will help you answer 1.5. Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour.

When working with children and young people, managing incidents of challenging behaviour is a critical aspect of promoting safety, respect, and positive outcomes. Using the least restrictive interventions is central to this approach. This means applying strategies that have minimal impact on the rights, freedom, and dignity of the individual while ensuring the safety of all involved. In this guide, we will look at why this approach is necessary and beneficial.

Promoting the Rights of the Child

Children and young people have a right to dignity and respect, as outlined by the United Nations Convention on the Rights of the Child (UNCRC). Using restrictive interventions unnecessarily can violate these rights. For example, applying physical restraint or isolating a child can feel dehumanising and undermines their sense of worth and independence. Least restrictive interventions show respect for their individuality, treating them as capable and worthy of fair treatment.

Restrictive methods should be used as a last resort only where all other strategies have failed, and immediate safety is at risk. Ensuring the child feels safe and supported, rather than controlled, helps build trust and reduces the likelihood of incidents recurring.

Preventing Emotional and Psychological Harm

Restrictive interventions, such as physical restraint or seclusion, can cause lasting emotional and psychological harm. Children and young people who are already in vulnerable situations might feel scared, humiliated, or even traumatised by such actions.

For example:

• A child restrained during an outburst may develop anxiety or distrust towards adults in authority.
• A young person placed in isolation might feel rejected or punished unfairly for their behaviour.

Using the least restrictive approach, such as verbal de-escalation or distraction techniques, helps mitigate these risks. This ensures the child feels understood and supported rather than punished, contributing to a more positive outcome.

Encouraging Positive Behaviour

When restrictive interventions are overused, children may begin to associate adult responses with fear or punishment. This can lead to a cycle of escalating challenging behaviour, as the child may not feel they are being treated fairly or listened to. Using the least restrictive intervention focuses on understanding the triggers for the behaviour and addressing these constructively.

Examples of positive techniques include:

• Using calming language
• Actively listening to the child’s concerns
• Providing choices to give the child a feeling of control

These approaches empower children to feel involved in resolving situations and encourage better behaviour in the long run.

Supporting Development of Self-Regulation Skills

Children and young people need opportunities to learn how to manage their own emotions and behaviour. Using the least restrictive interventions fosters an environment where they can develop self-regulation skills. For instance:

• Verbal de-escalation helps the child recognise their own emotional triggers and learn how to express their feelings safely.
• Allowing a child space to calm down, rather than immediately intervening physically, encourages self-soothing behaviours.

By avoiding restrictive measures, you create conditions that help children practice and strengthen these crucial life skills.

Adhering to Legal and Ethical Standards

There are strict legal and ethical guidelines in the UK regarding how to manage challenging behaviour. Legislation such as the Children Act 1989, the Education and Inspections Act 2006, and the Equality Act 2010 emphasises safeguarding children, treating them fairly, and avoiding discrimination. Using unnecessary restrictive interventions risks breaching these frameworks.

Restrictive interventions should be proportionate, reasonable, and used only in exceptional circumstances. Failing to follow these standards could result in professional consequences, legal action, and loss of trust from children, families, and colleagues.

Listed below are legal principles that reinforce the importance of using the least restrictive methods:

• Best interests of the child – Any action taken must prioritise what is best for the child, both in the short and long term.
• Duty of care – Practitioners have a duty to protect children from harm, which includes avoiding methods that could cause emotional, physical, or psychological harm.
• Proportionality – Interventions must match the level of risk presented by the behaviour. Overly restrictive actions for minor incidents are not justifiable.

Maintaining Positive Relationships

Relationships are at the heart of working with children and young people. Restrictive interventions risk damaging the crucial bond of trust and respect between the child or young person and the practitioner. Strong relationships are essential for effective communication, emotional support, and the child’s overall development.

Using the least restrictive strategies preserves this bond by demonstrating fairness, compassion, and understanding. These approaches model positive behaviours for the child to emulate, strengthening their interpersonal skills.

Focusing on Underlying Causes

Challenging behaviour often has an underlying cause, such as unmet needs, frustration, fear, or sensory overload. Using restrictive interventions may temporarily stop the behaviour but does little to address the root issue. This can lead to repeated incidents and the child feeling misunderstood.

Least restrictive practices allow time and space to identify what is really causing the behaviour. For example:

• A child exhibiting aggression may be struggling with academic pressures or bullying.
• A young person who runs away from the classroom might feel overwhelmed by noise or confusion.

By addressing these issues directly, you create a longer-term solution rather than just managing the symptoms.

Encouraging Inclusivity and Equality

Children and young people might have additional needs or disabilities that require a tailored approach. Using restrictive interventions without considering these needs risks discrimination and exclusion. For instance, a child with autism might display challenging behaviour due to sensory triggers, and restrictive methods can worsen their distress.

Using inclusive practices such as providing sensory breaks, visual aids, or simple instructions allows all children to feel supported and included. This reduces behavioural incidents and helps the child feel they belong in the setting.

Reducing Risks of Physical Injury

Restrictive interventions, particularly physical ones, carry inherent risks of physical injury to both the child and the adult intervening. Accidental harm can occur during restraint, leading to legal implications and negative outcomes for all involved.

Least restrictive interventions avoid physical risks by focusing instead on de-escalation and proactive measures to prevent incidents from escalating. This approach keeps everyone safer, reinforcing a culture of care and respect.

Understanding Restraint Reduction Strategies

Restraint reduction is a strategy supported by many organisations and schools across the UK. It aims to reduce the use of restrictive interventions through proactive and positive interventions. Examples of restraint reduction strategies include:

• Staff training in de-escalation techniques
• Developing detailed behaviour support plans for individual children
• Regular reflection on incidents to improve responses

Professional standards encourage the use of these strategies to improve outcomes for children and avoid reliance on restrictive methods.

Applying Real-Life Examples

Consider the following scenario:

A 10-year-old child throws a chair in frustration during a classroom activity. Instead of restraining the child:

1. The teacher calmly removes other children from the area to ensure safety.
2. The child is given space to cool down with a trusted adult nearby.
3. The adult speaks to the child softly, validating their feelings and asking what caused their frustration.
4. Once calm, the adult discusses what happened and explores alternative ways for the child to express their feelings next time.

This approach uses least restrictive interventions, maintaining safety, building trust, and supporting the child’s emotional development.

Conclusion

Using the least restrictive interventions when dealing with incidents of challenging behaviour is fundamental to safeguarding the physical, emotional, and psychological wellbeing of children and young people. It protects their rights, supports their development, and fosters positive relationships. By prioritising proactive measures and de-escalation techniques, practitioners can create safer, more inclusive environments where children and young people can thrive.