Education Adviser, Claire Steele, explains the key implications for schools under the new Restrictive interventions, including use of reasonable force, in schools guidance, coming out in April 2026…

The use of physical contact and restrictive interventions in schools has long been an area of uncertainty for many staff.

Questions about what is acceptable, how to provide reassurance safely and when reasonable force can be used are common.

In the absence of clear guidance, some professionals have felt compelled to avoid all physical contact to protect themselves from potential allegations, even where touch may be appropriate and in a child’s best interests.

Current guidance and its limitations

The existing guidance, Use of reasonable force: Advice for headteachers, staff and governing bodies (July 2013), which remains in force until 31 March 2026, has not always provided the clarity schools need. In particular, it offers limited detail on acceptable practice, recording requirements and the use of seclusion.

New guidance from April 2026

From 1 April 2026, this document will be replaced by Restrictive interventions, including use of reasonable force, in schools: Guidance for schools in England. The new guidance is significantly clearer, defining when physical contact is acceptable, what is not permitted and providing clear national guidance on the use of seclusion.

The revised guidance applies to maintained schools, academies and independent schools.

School leaders are strongly encouraged to review current policies and practice in advance of implementation to ensure behaviour policies, staff training and recording systems are fully aligned by April 2026.

Download our free accompanying checklist.

To accompany this blog, and to help clarify what you need to do in school to be ready, we have put together a free checklist, giving you all the key points in a handy format.

You can use it to track exactly what you need to have in place by 1st April 2026. It provides a clear overview of the actions schools should take now to ensure they are confident, compliant and ready for the changes ahead.

A shift in national expectations

The updated guidance reflects a clear shift in national expectations. There is a much stronger emphasis on prevention, early intervention and de-escalation, alongside greater transparency and accountability when restrictive interventions are used.

The focus is on improving pupil safety while ensuring staff are supported by clear, defensible frameworks.

Key implications for schools

The main changes and expectations introduced by the 2026 guidance include:

• Clear definitions of restrictive interventions, including reasonable force and seclusion. Reasonable force is defined as physical contact that is no more than necessary and applied for the shortest possible time in the circumstances.
• New statutory duties to record and report every incident involving reasonable force, restraint or seclusion, including non-force restraint. Records must be completed on the same day as the incident.
• Mandatory parental notification, with written information provided wherever possible on the same day, even where interventions form part of an agreed plan.
• Clearer statutory guidance on recording requirements, including why the intervention was necessary, what risks were present and what de-escalation strategies were attempted first.
• New national guidance on seclusion, which was not previously covered. This introduces a formal definition of seclusion and stricter rules governing its use. Seclusion may only be used to manage immediate safety risks and must never be used as a punishment.
• A stronger emphasis on prevention and de-escalation, with schools expected to minimise reliance on restrictive interventions through early support, prevention and de-escalation strategies, working collaboratively with pupils, families and other professionals where appropriate.
• Greater focus on SEND, reinforcing the importance of understanding individual needs and making appropriate adjustments for pupils with special educational needs and disabilities.
• Post-incident support and reflection, with schools expected to hold follow-up conversations to facilitate reflection, learning and to support pupil and staff wellbeing, helping to repair relationships after incidents.
• Improved data oversight, with governing bodies required to regularly review and interrogate data to identify patterns, disproportionate impact on pupils with protected characteristics and priorities for staff development.

Statutory and non-statutory elements

It is important to note that the guidance on recording and reporting duties, set out on page 14 of the document, is statutory.

The remainder of the guidance is non-statutory but represents clear national expectations for good practice.

Why this matters

The updated guidance brings much-needed clarity to an area that has previously felt uncertain and high risk for staff. It supports a balanced approach that prioritises pupil wellbeing while providing clearer protection and reassurance for professionals.

As a teacher, leader and adviser, I welcome the increased coherence this guidance brings to an area that has previously felt unclear and exposed.

What schools should be doing now

Although the guidance does not come into force until April 2026, schools are strongly advised to begin preparing early. This includes reviewing behaviour and safeguarding policies, updating recording systems, refreshing staff training and ensuring governors understand their new responsibilities.

If you are unsure whether your school is fully prepared, our free checklist has been designed to support you through the process. It provides a clear overview of the actions schools should take now to ensure they are confident, compliant and ready for the changes ahead.

If you’d like more support with this, or any other safeguarding topic, please contact us on safeguarding@servicesforeducation.co.uk or visit www.servicesforeducation.co.uk/safeguarding/ to see what support we can offer.

If you found this blog useful, you may also be interested in reading the following blogs:

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  Restrictive Interventions in Schools – Checklist

To support your school community, we have developed a comprehensive, free checklist designed to take the stress out of your preparations. Instead of spending hours cross-referencing statutory documents, you can get a clear, one-page overview of your requirements today.

We know that school leaders are under immense time pressure. This resource is a practical tool to help you delegate tasks and track progress across your Senior Leadership Team.

  About the Author

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts. Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs).

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the wellbeing of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding practices at every level.

Working as part of our team of advisers, Claire delivers high-quality, comprehensive safeguarding training and conducts thorough safeguarding audits in schools. She also champions SEND and equality, ensuring these values are central to all aspects of her work.