Teachers demand restraint guidance
Teachers Demand Government Guidance on Student Restraint
Teachers across Scotland are urgently demanding guidance on how to physically restrain pupils. They cite significant risks of assault and a concerning rise in classroom violence. The teachers' union NASUWT will highlight this issue prominently at its upcoming Harrogate conference.
The union strongly accuses the Scottish government of shirking its responsibility to provide clear protocols on how to handle violent student outbursts. Dr. Patrick Roach, NASUWT general secretary, emphasizes the danger lack of guidance poses to teachers. He states, "Daily, Scottish teachers confront situations where they must physically restrain students to prevent injury to themselves or others."
Roach calls the current situation untenable, noting the government's ongoing inaction despite draft guidance existing since 2020. “Teachers are forced to manage serious disruptions and increasingly frequent violence without any formalised support,” he says. “The Scottish government must honor its commitment and work with NASUWT to finalize and publish this guidance immediately.”
The Need for Clear Protocols
The lack of official guidance puts teachers in a precarious position. The 2020 draft document states restraint should only be a last resort, implemented for the minimum time necessary and with the least restrictive approach possible. However, teachers are left to navigate difficult situations without formal instructions and training.
NASUWT's conference will address these urgent concerns. According to a 2023 union survey, four in ten Scottish teachers experienced physical abuse in the past year alone. An alarming 93% of respondents reported a rise in classroom violence.
Government Response Under Scrutiny
A Scottish government spokesperson defended the current situation. They insisted that restraint and seclusion should only be last-ditch measures to prevent harm and that guidelines from 2017 remain in place. The spokesperson stated, "We consulted on revised, human rights-based guidance in 2022 and remain committed to publishing the final version as soon as possible. A working group will soon reconvene specifically for this purpose."
Moreover, the government is looking into options for bolstering the legal framework around restraint, possibly with statutory guidance.
Image Credit - Scottish Daily Express
What Happens When There's No Guidance?
The lack of clear guidance has real-world consequences. Teachers are forced to make impossible decisions in the heat of the moment, potentially opening themselves up to both physical harm and legal repercussions. NASUWT members have reported being kicked, punched, and even bitten while trying to intervene in violent situations.
Furthermore, the union highlights the potential for unfair accusations against teachers if they misjudge when and how to use restraint. Teachers, often lacking sufficient training, may hesitate for fear of overstepping or accidentally harming students. However, this hesitation could endanger lives if violence escalates. Scottish teachers find themselves in a lose-lose situation where inaction carries as much risk as action.
NASUWT emphasizes that their primary concern is the safety of both students and teachers. Dr. Roach states, "We recognize that some situations may necessitate physical intervention. Our goal is to provide teachers with the knowledge and skills to do so safely, minimizing risk for everyone involved."
Beyond Scotland: A Wider Issue
The challenges faced by Scottish teachers are not unique. Across the UK, educators report an increase in student violence. In 2022, the UK government commissioned a report on school behavior, specifically examining the use of physical restraint. While the review acknowledged its necessity in some circumstances, it also called for clearer national guidelines and improved teacher training.
Similarly, international organizations such as UNESCO have stressed the importance of addressing school violence holistically. Their guidelines prioritize prevention, de-escalation strategies, and the creation of safe, inclusive school environments.
What Should Guidance Include?
NASUWT and teachers' advocates call for comprehensive guidance that goes beyond 'last resort' directives. Ideally, these guidelines would cover:
Prevention strategies: Teachers need tools to identify early warning signs of escalation and techniques for de-escalating tense situations.
Approved techniques: Guidelines should outline safe, approved restraint techniques, emphasizing those minimizing injury risk.
Training requirements: All school staff, not just teachers, should receive regular training in approved restraint methods, as well as in prevention and de-escalation.
Post-incident procedures: Clear protocols must exist for documenting incidents, providing support to students and teachers involved, and reviewing practices for future improvement.
The Path Forward
The Scottish government's commitment to reconvening the working group is a positive step. However, teachers need this guidance now, not years in the future. NASUWT will continue to pressure the government, demanding they prioritize this vital issue. In addition, the union offers its expertise and collaboration to ensure any finalized guidance is truly effective in protecting teachers and students.
Finally, this issue demands a broader conversation. Experts call for greater investment in mental health support in schools, improved training for educators in conflict resolution, and proactive measures to address the root causes of classroom violence.
The Student Perspective
While teachers' voices are vital in this debate, it's equally important to consider the student perspective. Experts caution that physical restraint, even when absolutely necessary, can be a traumatic experience for a child. Particularly for students with disabilities or with histories of trauma, restraint can compound existing difficulties.
The use of restraint can also significantly damage the teacher-student relationship. Students may feel fear, anger, and distrust towards teachers who have restrained them. This can have lasting negative impacts on a student's engagement with learning.
Advocates emphasize that restraint should never be a punishment for challenging behavior. Instead, incidents leading to restraint require careful follow-up to understand the triggers behind the student's reaction. Only then can educators collaborate with parents and mental health professionals to develop more effective strategies for the future.
The Role of Mental Health Support
Many teachers report that rising levels of violence are linked to an increase in unmet mental health needs among students. The COVID-19 pandemic has further exacerbated these concerns, with children and young people experiencing significant disruption, social isolation, and anxiety.
NASUWT and educational psychologists highlight the urgent need for greater access to school-based mental health services. This would allow for early identification of struggling students and proactive intervention before behaviors escalate.
Furthermore, teachers themselves would benefit from improved mental health support. Dealing with violent incidents takes a significant emotional toll, and it's vital that educators have resources to process trauma and build resilience.
Creating Inclusive Environments
A holistic approach to school violence recognizes the importance of creating a culture of inclusion and belonging. Students who feel valued, respected, and connected to their school community are less likely to lash out. This means fostering positive relationships between teachers and students, celebrating diversity, and involving students in decision-making processes.
Schools can adopt restorative justice practices that focus on repairing harm rather than punishment. Such approaches allow students to take accountability for their actions while fostering empathy and conflict resolution skills.
The Wider Context
It's impossible to ignore the broader societal context in which school violence is increasing. Factors like poverty, family instability, and exposure to violence in the community can all contribute to challenging behaviors in the classroom. While schools cannot solve these issues alone, educators argue they have a role to play.
Strong partnerships with parents, social services, and community organizations are essential. Schools can become hubs that provide students and families with access to vital support systems, ultimately leading to a safer and more positive learning environment for everyone.
The Path to Change: What Can Be Done?
The multifaceted nature of school violence requires a multifaceted response. While urgent guidance on restraint is paramount, NASUWT and education stakeholders argue that broader reforms are also critical. Here's where the focus could lie:
Policy changes: The Scottish government needs to go beyond working groups and consultations and implement tangible policy changes. This should include greater investment in mental health support, mandatory teacher training in de-escalation and safe restraint, and the development of a national strategy addressing school violence with the involvement of teachers and their unions.
School-level initiatives: Individual schools can play a pivotal role. Adopting positive behavior support systems, prioritizing social-emotional learning programs, and implementing restorative practices can contribute to reducing incidents. Schools should also conduct regular safety audits in consultation with teachers, identifying potential triggers and areas needing improvement.
Data collection: Better data is crucial for understanding the scope of the problem. Currently, schools inconsistently record incidents of violence and restraint. A standardized reporting system would help identify patterns, target interventions, and evaluate their effectiveness.
Cross-sector collaboration: Schools shouldn't be left to tackle these complex issues alone. Stronger partnerships with mental health services, social care, and law enforcement would create a more comprehensive support network for struggling students, ultimately leading to safer school environments.
Addressing societal factors: Ultimately, reducing school violence requires societal change. This means tackling root causes like poverty, inequality, and lack of access to mental health care. While educators cannot single-handedly address these, they can advocate for broader policy reforms benefiting their schools and communities.
Teacher Voices at the Forefront
As those on the frontlines, teachers' voices are central to finding effective solutions. The Scottish government must listen to NASUWT and its members. Their experiences and expertise are crucial to developing truly successful guidelines and broader strategies that promote the safety and well-being of both teachers and students.
The issue of restraint serves as a wake-up call. It underscores the urgency of addressing the multi-layered factors contributing to an increase in school violence. While complex and without quick fixes, it's a challenge Scotland cannot afford to ignore.
A Call for Action
The rise in classroom violence and the lack of clear guidance for teachers creates an untenable situation in Scottish schools. While the complexity of the issue is undeniable, the time for inaction is over. NASUWT's conference serves as a critical turning point, bringing these problems to the forefront of the national conversation.
The stakes are high. When teachers and students feel unsafe, the very foundation of education is shaken. Students cannot learn effectively in a chaotic environment, and teachers cannot teach to their full potential when grappling with risks to their physical safety and their careers.
Government’s Responsibility
The Scottish government has a responsibility to ensure all schools are safe learning environments. These demands working urgently with teachers to finalize and implement meaningful guidance on restraint. Moreover, it requires genuine investment in preventive measures, mental health support, and the development of a holistic, long-term strategy addressing all forms of school violence.
Furthermore, this issue needs wider public attention. Parents, communities, and the media should be part of the dialogue. Open discussion about the challenges teachers and students face is the first step towards creating greater understanding and generating support for the necessary changes.
It's important to emphasize that no solution will be a magic wand. Addressing school violence will require sustained effort, collaboration, and investment at national and local levels. However, the alternative – allowing the situation to deteriorate further – is unacceptable.
The safety and well-being of Scotland's students and educators deserve to be a top priority. NASUWT's call for action is a call that Scotland must heed. It's time for the government to step up, to listen, and to work with teachers to create a future where all schools are safe havens for teaching and learning.
Conclusion
This article has tackled the complex issue of physical restraint in schools, highlighted by the case of Scottish teachers and the NASUWT national conference. It has examined the lack of clear guidance, the impacts on teachers and students, and the urgent need for policy changes and broader, preventative approaches.
By prioritizing the safety and well-being of students and educators, Scotland can create schools that are not only centers of learning but also environments where everyone feels valued, respected, and safe.
