Restrictive interventions in schools: what the April 2026 guidance changes

From April 2026, schools in England are working to a new national framework for recording, reporting and reviewing restrictive interventions, including use of reasonable force.

This post explains what has changed, what school leaders need to have in place, and how training and policy can work together to protect pupils and staff while keeping practice proportionate and lawful.

If you are reviewing policy or refreshing staff development, our physical intervention training for schools can help you align day-to-day practice with the expectations set out in statutory guidance.

What the April 2026 guidance is, and why it matters

The Department for Education has published new guidance titled Restrictive interventions, including use of reasonable force, in schools, effective from April 2026 (see the DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

It replaces the older 2013 guidance and is designed to bring clearer terminology, stronger expectations about prevention and de-escalation, and new statutory duties on recording and reporting specific incidents (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

GOV.UK confirms the older document remained in effect until 31 March 2026, with the replacement applying from 1 April 2026 (GOV.UK page: https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools).

Key terms you need to define consistently in your policy

A practical starting point is agreeing the language your setting will use. The new guidance uses several terms that schools should reflect in their internal documents and staff briefings (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

• Restrictive intervention: actions that prevent, restrict or subdue a pupil's movement, including physical and non-physical approaches (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Reasonable force: physical restrictive intervention that uses no more force than necessary, for the least amount of time (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Seclusion: a non-disciplinary intervention where a pupil is confined away from others and is prevented from leaving, including by physical obstruction or making them believe they will be punished if they try (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Restraint: a non-disciplinary intervention that immobilises a pupil or limits movement, with or without direct physical contact (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

These definitions matter because the recording and reporting expectations apply differently depending on what actually happened, not what it was called in the moment.

When can school staff use reasonable force?

In England, the legal power for school staff to use reasonable force sits in Section 93 of the Education and Inspections Act 2006 (see: https://www.legislation.gov.uk/ukpga/2006/40/section/93).

In brief, reasonable force may be used to prevent a pupil from committing an offence, causing injury, damaging property, or prejudicing good order and discipline (Education and Inspections Act 2006, s93: https://www.legislation.gov.uk/ukpga/2006/40/section/93).

The new DfE guidance does not create the power to use force. It focuses on how schools minimise the need for restrictive interventions and how they govern, record and review any use that does occur (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

What counts as a "significant incident" and why that threshold is important

The guidance introduces a key threshold for statutory recording and reporting: a significant incident is any use of force that goes beyond appropriate physical contact (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

That means schools need shared staff understanding of what is ordinary contact (for example, guiding a pupil away from a hazard) and what has crossed into a restrictive physical intervention that must be logged and reported.

One practical approach is to build short, scenario-based discussion into training and refreshers so staff can recognise the threshold in real time.

New statutory duties: record and report significant incidents involving force

From April 2026, governing bodies and proprietors must have regard to statutory guidance on how each significant incident involving the use of force is recorded and reported (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

In practice, this means your school should have a written procedure that covers:

• Recording each significant incident as soon as practicable, ideally on the same day (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Capturing minimum details, including who was involved, time and location, duration, what triggered the incident, what de-escalation strategies were attempted, the type and degree of force used, any injury, and what support was provided afterwards (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Reporting the incident to parents on the same day, with specified minimum information (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

CTA: If your current forms are designed around older guidance, we can help you update them during restraint reduction training so they are workable for busy staff and still meet statutory expectations.

Seclusion and non-force restraint: additional recording and reporting expectations

The guidance also sets out how schools should record and report incidents of seclusion and non-force restraint, linked to the Schools (Recording and Reporting of Seclusion and Restraint) (No. 2) (England) Regulations 2025 (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Even if a pupil's plan anticipates that they may need time apart, seclusion is tightly defined and must not be confused with ordinary classroom withdrawal or a pupil choosing to move to a quieter space (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Where seclusion or non-force restraint occurs, schools are expected to record it as soon as practicable and inform parents in writing, with similar safeguards and exceptions as for significant incidents involving force (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

What the guidance says about prevention and de-escalation

The strongest thread running through the April 2026 document is that restrictive interventions should be rare because prevention and de-escalation are embedded in everyday practice (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Schools can translate that into practical steps such as:

• Clear, consistently taught routines that reduce uncertainty and flashpoints.
• Early help for pupils whose distressed behaviour escalates in predictable patterns.
• Planned responses agreed with parents and professionals, including reasonable adjustments for pupils with SEND (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Reviewing recorded incident data to spot triggers, locations, times of day, and any disproportionate impact on particular groups (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

CTA: If you want to build a whole-school approach rather than relying on a small group of responders, our children's services training pathway can support consistent language and de-escalation skills across roles.

Training, competency and risk assessment: what schools should put in place

The guidance expects staff who are likely to use reasonable force or other restrictive interventions to be adequately trained, and for leaders to choose training that reflects the principles set out in the document (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

It also links this to the employer's duty to protect staff welfare, including using risk assessments where staff regularly work with pupils who may present higher levels of risk (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

A useful way to think about this is a three-layer approach:

• Universal layer: all staff understand prevention, early intervention and safe boundaries.
• Targeted layer: staff working closely with higher-risk pupils have deeper skills in de-escalation and crisis response.
• Specialist layer: nominated staff refresh physical skills more frequently and mentor colleagues.

CTA: If you are unsure what level of training your setting needs, start by mapping where incidents happen and which roles are present at those times. That gives you a rational basis for training selection and refresh cycles.

Unacceptable practice: clear red lines for policy and supervision

The guidance is explicit about boundaries that leaders should reinforce through policy, supervision and incident review (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

• Force must never be used as punishment (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Schools should not use any method of restraint that affects a pupil's airway, breathing or circulation, such as pressure to the neck or abdomen (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Because restraint on the ground increases risk, it should be avoided and any unintentional movement to the ground should be addressed by repositioning and releasing as soon as it is safe (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Seclusion must not be used via threat of punishment and is not a disciplinary response for deliberate misbehaviour (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

For many schools, including these points in induction and annual safeguarding updates helps create shared confidence about what should never happen.

How to update your behaviour and safeguarding policies without creating an unusable document

Schools often struggle when policies become long and hard to follow in real moments of risk. A workable approach is to separate your documentation into three practical layers:

• One-page overview for all staff: purpose, core principles, decision-making test, and immediate reporting route.
• Operational procedure: the step-by-step recording and reporting workflow, with timeframes and ownership (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Appendices and tools: templates for incident recording, debrief prompts, and review meeting agenda.

Make sure staff know how the restrictive interventions policy aligns with behaviour, safeguarding and SEND processes. The goal is fewer duplicated logs and a clearer picture of what is driving repeat incidents.

Step-by-step: a simple compliance workflow you can implement this term

If you are trying to translate statutory expectations into something that staff can actually follow, it helps to define a short workflow that is the same every time.

1) Immediate actions during and after the incident

• Prioritise safety, then reduce restriction as soon as it is safe to do so.
• Check for injury and offer first aid where needed.
• Separate roles: one staff member supports the pupil, another collects the essential facts for the record.

2) Same-day recording using a structured template

The DfE sets out minimum information for records. A structured form prevents important details being missed when staff are tired or distressed (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

• Context: time, date, location, duration, who was present (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Antecedents: what was happening, known triggers, early signs of escalation.
• Support attempted: de-escalation steps and reasonable adjustments used (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Intervention: type and degree of force or restriction, and why it was necessary and proportionate (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Impact: injury, distress, damage, and what support was offered afterwards (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

3) Same-day reporting to parents, with consistent wording

Many complaints arise because families hear different accounts from different people. Provide one written summary based on the record, using neutral language and focusing on safety and next steps (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

If a pupil is older, or if there is a serious risk of harm from contacting parents immediately, follow the guidance route for involving the local authority (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

4) Debrief and learning within 24 to 72 hours

A short debrief supports staff wellbeing and improves practice. It should cover what worked, what did not, and what changes might reduce the likelihood of recurrence.

• Did staff spot early signs of distress quickly enough?
• Was the environment a contributing factor (noise, crowding, transitions)?
• Was the pupil trying to communicate something that was missed?

5) Review patterns monthly and act on what the data shows

The guidance encourages schools to analyse information to improve planning and reduce the need for restrictive interventions (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Useful monthly checks include where incidents occur, times of day, repeat pupils, repeat staff involvement (which may indicate a training need), and whether any group is disproportionately affected.

How this affects training plans for 2026 and beyond

As recording and reporting becomes more structured, training needs change too. Schools often find they need less focus on physical technique and more focus on the judgement that comes before and after any restriction.

• Decision-making under pressure: when to intervene, when to step back, and how to keep actions proportionate and time-limited (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).
• Team communication: clear roles, calm language, and a shared plan when multiple adults respond.
• Post-incident support: helping pupils return to learning, and supporting staff to recover and reflect.
• Documentation practice: completing records that are factual, consistent and respectful, without guessing intent.

If your school is updating training cycles now, build in time for case study review using your own anonymised incident records. That is often the fastest route to consistent practice.

Frequently asked questions

Does the April 2026 guidance apply to academies and independent schools?

Yes. The guidance is written for proprietors, school leaders, school staff and governing bodies of all schools in England, including academies and independent schools (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Is seclusion the same as a pupil taking time out in a quiet space?

No. Seclusion is defined as confining a pupil away from others and preventing them from leaving, including by physical obstruction or by making them believe they will be punished if they try (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

What should schools record when reasonable force is used?

The guidance sets out minimum information to record for each significant incident, including who was involved, when and where it happened, duration, what led up to the incident, strategies attempted, what force was used, any injury, and post-incident support (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

Do parents have to be informed every time?

The guidance expects schools to inform parents the same day for significant incidents involving force and, in writing, for seclusion and non-force restraint, with limited exceptions (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).

How can leaders reduce restrictive interventions without compromising safety?

Focus on consistent preventative practice, staff confidence in de-escalation, and reviewing incident data to identify patterns and adjust the environment, support plans and staffing (DfE PDF: https://assets.publishing.service.gov.uk/media/6943dad6501cdd438f4cf5aa/Restrictive_interventions_including_use_of_reasonable_force_in_schools.pdf).