The Scottish Government’s guidance on the use of physical intervention in schools is “fit for purpose” and undermines teachers’ right to work safely, a union has claimed.

Teachers’ union NASUWT said the new document lacks practical guidance on when and how teachers can restrain pupils.

Union leaders have been asking for guidance for several years and warning that teachers are increasingly suffering violence and physical abuse.

The Government document sets out definitions of physical intervention and restraint.

It says: “Restraint should only be used to avoid the immediate risk of physical injury to any person when less restrictive alternatives are not feasible. This reflects the principle of last resort.

“Coercion should never be used as a form of punishment or as a means of ensuring compliance from a child or young person.”

The guidance defines restraint as any act carried out for the purpose of restricting a child’s movement, liberty or freedom to act independently.

It says certain types of restraints should never be used, such as holding a child on the ground or applying pressure to the torso or joint.

Patrick Roach, NASUWT general secretary, said: “Despite waiting almost a year for this guidance to be published, teachers and school leaders will despair at the lack of practical guidance offered by the Scottish Government.

“At a time of increasing levels of disruption and violence in schools, the Scottish Government is putting teachers and school leaders in an untenable position.

“Ministers must make clear that this guidance is not fit for purpose in its current form and that further work is needed to better support teachers and school leaders.”

Mike Corbett, NASUWT Scotland national officer, added: “This guidance falls short of the Scottish Government’s duty to ensure teachers’ right to work safely, focusing almost exclusively on the rights of children who may be subject to intervention.” physics.

“It places responsibility on teachers and school leaders who use restraint or seclusion of pupils, while allowing local authorities and ministers to evade their responsibilities to provide sufficient resources and staff to help schools manage and minimize the need for such action.”

In her ministerial foreword to the guidance, Education Secretary Jenny Gilruth said the Government had heard teachers’ concerns about worsening pupils’ behavior following the pandemic.

He said: “This new guide, the third part of our ‘Included, Engaged and Involved’ series, rightly warns that prevention and early intervention must be our main focus. Which means we want to address the underlying causes of any distressing behavior that poses a risk to the safety and well-being of others.

“By doing so, we can help schools provide a safe and supportive learning environment and avoid the need for restraint and seclusion.

“While the guidance rightly focuses on prevention, it is vital that our school staff are supported to confidently and appropriately intervene when the need arises.

“Given the implications of using restraint and isolation, the guide advises on relationship-based approaches that can be used instead.”

The Scottish Government has been asked for comment.

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