Our response to the Education, Children and Young People Committee’s Call for Views on the Restraint and Seclusion in Schools (Scotland) Bill

We’re supporting Daniel Johnson MSP’s Restraint and Seclusion in Schools Member’s Bill, which seeks to tackle the use of restraint and seclusion in schools.

It’s important that the use of restrictive practices in schools in Scotland – which includes physical restraint and seclusion – is drastically reduced, with a view to eliminating these practices entirely. It is important to underline our belief that restrictive practice must only be used only as a ‘last resort’ – i.e., situations where there exists a significant, immediate threat to the safety of those involved.

We know that all behaviour is communication; we know, too, however, that the correct individualised support, offered in a neuro-inclusive environment, enables young people (neurodivergent or not) to thrive.

All educators should have access to training that both develops their understanding of neurodivergent needs and knowledge of neuro-inclusive practice in their classroom. Additionally, educators should be supported with guidance on responding to ‘behaviours of concern’ – and strategies to ensure de-escalation without the use of restrictive practice. We know educators in Scotland want to be able to meet the needs of neurodivergent learners in their classrooms effectively, and in ways that respect their rights and neurodivergent identity.

We are pleased that three key duties – to inform, record, and report on restrictive practice being used – consulted on during the Bill’s development have been included in the Bill as introduced.

Read our full response to the Education, Children and Young People Committee’s Call for Views on the Bill below.

We have imbedded ‘Synergy’ into our practice, a framework that offers practical strategies to understand and respond to ‘behaviours of concern’. That is achieved via a model of mentoring, with ongoing guidance and support. Synergy’s focus is on narrative, culture, and educator – not the learner’s behaviours. Through self-awareness and reflection, the framework enables proactive support to be implemented. Reshaping the narrative and culture is fundamental as this enables reflection, planning and responses to behaviour that support de-escalation.

Click here for more information about Synergy.