Our response to the Scottish Parliament’s Restraint and Seclusion in Schools (Scotland) Bill passing.
Earlier this week, MSPs approved, unanimously, the Restraint and Seclusion in Schools (Scotland) Bill.
The Donaldson Trust was pleased to join with partner charities and campaigners in the autism and learning disability spaces (especially Beth and Calum Morrison, who have been instrumental in driving the debate on restrictive practices for over a decade) in supporting this Bill.
The Bill was sponsored by neurodivergent MSP Daniel Johnson – whom we met in September to discuss this legislation – and will:
- Clarify restraint and seclusion are only ever used as a last resort
- Require the Scottish Government produce statutory (legally-binding) guidance for all schools in Scotland on restraint and seclusion
- Ensure this guidance is updated as necessary and consulted on with stakeholders
- Require that schools record each instance of restraint and seclusion – and report data to government
- Require that parents / guardians are informed of instances of restraint and seclusion
As part of their legislative scrutiny process, we welcomed MSPs from the Scottish Parliament’s Education, Children and Young People Committee, too, to our Linlithgow campus in November last year to discuss what were then proposed changes to the law. MSPs heard directly from the young people we support on the importance of neuro-inclusive spaces, and from our practitioners on the role of humanistic practice frameworks in eliminating restrictive practices.
It is vital 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. Restrictive practices must only be used only as a ‘last resort’ – i.e. situations where there exists a significant and immediate threat to the safety of those involved. We are pleased the new law clarifies this.
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 have embedded ‘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.
