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How to minimise the need for restrictive interventions

Understand how to use whole-school and individual approaches to minimise the need to use restrictive interventions. Find out how to identify pupils' triggers and behaviour hotspots, and initiate de-escalation techniques early to prevent an incident from happening.

Last reviewed on 12 March 2026See updates
School types: All•School phases: All•Ref: 52950
Contents
  1. Treat restrictive interventions as a last resort
  2. Pre-empt triggers for pupils
  3. Identify a 'trusted adult' for certain pupils
  4. Train staff to pick up on early signs of distress
  5. Initiate de-escalation techniques early 
  6. Empower pupils to improve their behaviour in the moment
  7. Train staff on the use of restrictive interventions, including reasonable force
  8. Establish a clear process for high-risk situations
  9. After an incident, take steps to prevent recurrence

Treat restrictive interventions as a last resort

Schools should implement measures for prevention and de-escalation, to help them reduce the need to use restrictive interventions. 

Read more about your requirements around using restrictive interventions in our other article. It's based on the DfE's guidance on restrictive interventions, including the use of reasonable force effective from 1 April 2026.

Set out your approaches to prevention and de-escalation in your policy

Your school should have a policy on the use of restrictive interventions, including the use of reasonable force and seclusion.

Your policy should emphasise the importance of minimising the need to use restrictive interventions, and set out your whole-school measures as well as tailored approaches for individual pupils. 

The policy can be part of your behaviour policy or a standalone document. We've created a model restrictive interventions policy that you can adapt to suit your school.

Minimise