What Is Restrictive Physical Intervention?
Restrictive physical intervention (RPI) means any action that restricts, limits or subdues the movement of a pupil's body or part of their body. In schools, this most commonly means physical restraint — for example, holding a pupil's arms to prevent them from harming themselves or others.
It is distinct from non-restrictive physical contact such as guiding a pupil by the shoulder, a reassuring hand, or standing between two pupils. Non-restrictive contact is part of everyday school life. Restrictive intervention is something categorically different — and must be treated as such.
The Legal Framework
Section 93 of the Education and Inspections Act 2006 gives school staff the statutory power to use reasonable force in specific circumstances. This power applies to all school staff — not just teachers — and does not require prior authorisation from a headteacher in an emergency.
The DfE Use of Reasonable Force guidance (2013) provides the practical framework. It states that reasonable force may be used to prevent a pupil from:
- Committing a criminal offence
- Injuring themselves or others
- Causing damage to property
- Engaging in behaviour that is prejudicial to good order and discipline
The Equality Act 2010 adds an important layer: staff must consider whether a pupil's behaviour is related to a disability or SEND need, and any intervention must not be discriminatory in its application.
The Necessity and Proportionality Test
Two tests must be satisfied before any physical intervention is justified:
- Necessity: Is physical intervention genuinely needed right now? Have all reasonable alternatives been attempted or ruled out?
- Proportionality: Is the level of force being used no more than is absolutely necessary? The minimum force for the minimum time.
These are not abstract legal concepts — they are practical questions that staff must be able to answer in real time, under pressure. This is exactly why training matters: untrained staff hesitate, misjudge, or overreact. Well-trained staff act with appropriate confidence and restraint.
Dynamic and Generic Risk Assessment
Schools are required to carry out risk assessments that consider the potential need for physical intervention. There are two types:
| Type | Description |
|---|---|
| Generic risk assessment | Applies to all pupils — sets out the school's general approach, training standards, and policy framework for the use of reasonable force. |
| Individual/dynamic risk assessment | Specific to a named pupil — created where there is a known or predictable risk that physical intervention may be required. Updated regularly and held in the pupil's file. |
Where a pupil has a known pattern of behaviour that may require intervention, schools should have an individual risk management plan in place before an incident occurs — not written afterwards.
Staff Competence and Training
The DfE guidance is clear that staff who may be required to use physical intervention should receive appropriate training. But not all training is equal. The critical distinction is between providers whose trainers are Ofqual-assessed externally and those who use internal assessment only.
Ofqual-assessed trainers have been independently evaluated against a regulated qualification standard. This matters both for quality assurance and for the school's legal position: in the event of an incident, you need to be able to demonstrate that your staff were trained to a recognised, externally verified standard — not just one your training provider invented.
Alternatives to Restraint
The evidence base is clear: the vast majority of incidents that might escalate to physical intervention can be prevented or de-escalated with the right skills. These include:
- Early identification of warning signs using the Aggression Curve model
- Verbal and non-verbal de-escalation techniques
- Environmental adjustments to reduce triggers
- Trauma-informed responses that address the root cause of behaviour
- Restorative conversations that rebuild relationships after low-level incidents
Physical intervention training that does not spend the majority of its time on these alternatives is not doing its job properly.
Recording, Reporting and Post-Incident Support
Any use of restrictive physical intervention must be recorded. The record should include: the date, time and location; the names of staff and pupils involved; a description of what happened; the reason force was used; the type of force used; and the duration. Parents must be informed.
Post-incident support for both the pupil and the staff member involved is not optional — it is essential. For the pupil, it is an opportunity to understand what happened and rebuild trust. For the staff member, it is a safeguard against trauma and a chance to review whether the intervention was appropriate.
The Teach+ Approach
Teach+ Positive Intervention training is built on the principle that physical intervention is an emergency last resort, not a behaviour management tool. Our six-module programme ensures staff understand the legal framework, develop genuine de-escalation skills, and only then — in the final module — learn graded physical techniques delivered by Ofqual-assessed trainers.
Every Teach+ package also includes ongoing access to clinical and education psychologists — support that continues after training ends and helps staff embed what they have learned in their day-to-day practice.