A Guide to Understanding Distress and Minimising the use of Physical Restraint in New Zealand Registered Schools
These guidelines are issued by the Secretary for Education under section 101(1) of the Education and Training Act 2020.
Ministry of Education, 1 The Terrace, Mezzanine Floor, PO Box 1666, Wellington 6011. Website: www.education.govt.nz.
Acknowledgements
These guidelines are the result of a collective effort from ākonga, parents, caregivers, whānau, the disability and school sectors and experts. Physical restraint is a challenging topic for schools and whānau to navigate. We thank you for your respectful and honest discussions, perspectives and advice. Your contributions have been highly valued and have helped shape the content of these guidelines.
To the members of the Physical Restraint Advisory Group and the Youth Advisory Group, thank you for giving us your time, sharing your passion, knowledge, and perspectives, and coming together to navigate the complexities.
To those who provided feedback through our consultation process, thank you for your thoughtful and detailed submissions.
To those ākonga and whānau who were interviewed to inform these guidelines, thank you for your honesty and openness.
And thank you to those who shared their talents, expertise and cultural guidance that bring life and meaning to these guidelines.
ISBN (978-1-77697-007-0)
ISBN (978-1-77697-008-7)
© Te Tāhuhu o te Mātautanga Ministry of Education, 2023
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Piki mai taku manu |
Ascend my manu |
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Kake mai taku manu |
Rise up my manu |
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Rere ki uta |
Soar inland |
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Rere ki tai |
Fly to the oceans |
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Mātaitia rā ngā taonga a Tāne |
Watch over the taonga of Tāne |
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Kia atawhaitia, kia tau |
To respond with care |
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Kia whakawhenuatia ai |
To settle and restore |
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Whākina mai te ara |
Showing forth the pathway |
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Kia puta ko tētēkura |
For our children to emerge |
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Ki te whai ao |
From the realm of potential |
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Ki te ao mārama |
Into fulfilment and growth |
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Tūturu whakamaua, kia tina |
Hold fast, hold true |
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Haumi e, hui e, tāiki e! |
Unify, gather, resolve together |
How to use our karakia
This karakia was composed by Tūrei-Hāmiora Ormsby (Ngāti Kahungunu) and Johnson McKay (Ngāti Rongomaiwahine, Ngāti Porou, Ngāti Awa, Ngāti Mahuta).
Please use it freely as you watch over, respond to and care for ākonga.
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ākonga |
student |
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aratohu |
guidelines |
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atawhaitia |
respond with care |
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mātāpono |
principles |
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kaiako |
teacher |
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kaiāwhina |
support person |
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karakia |
chant or prayer to set intention |
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kaumātua |
elder, a person of status within a whānau |
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mana |
intrinsic value and potential passed down inherently through whakapapa |
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mātaitia |
watch and observe |
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tamariki |
children |
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tangata |
people |
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tangata whenua |
people of the land, indigenous people |
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tapu |
sacredness maintained through protective practices |
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te ao Māori |
the Māori world including cultural practices, protocol, principles and perspectives |
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te reo Māori |
Māori language |
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Te Tiriti o Waitangi |
the Treaty of Waitangi |
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Waiata |
song |
| whakamana |
give authority or effect to, to endorse or empower |
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whakapapa |
genealogical connections to people, places and cultural values |
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whakawhanaungatanga |
the process of establishing relationships |
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whakawhenuatia |
restore and ground |
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whānau |
extended family, family group |
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whanaungatanga |
relationships, kinship, sense of family connection |
“Take care of our children. Take care of what they hear, take care of what they see, take care of what they feel. For how the children grow, so will be the shape of Aotearoa.”
Dame Whina Cooper
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Poipoia te pua atua |
Nurture the potential of each student |
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Ranea te rau o Tāne |
Make abundant the interlocking branches |
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He Pakiakia e tū ai |
And uphold the strengthening roots |
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Kia taurite te tētēkura |
Adapted to each student’s unique needs |
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E tipu, e rea |
To grow and develop |
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Tai atu ki te rangi |
To their highest potential |
Tēnā koutou katoa, Mālō e lelei, Tālofa lava, Kia orana, Taloha ni, Fakalofa lahi atu, Ni sa bula vinaka, Namaste, Ni hao and warm greetings.
Physical restraint causes harm and hurt and is used disproportionately on ākonga Māori, disabled ākonga and younger ākonga.
These guidelines outline the legislation and provide practical approaches to embed positive environments and experiences in all school settings.
I’d like to take this opportunity to thank the Physical Restraint Advisory Group for the energy and commitment they brought to this mahi. The Group comprised parents, principals, disability and education sector representatives, teacher unions, peak bodies and the Teaching Council.
I’d also like to thank the hundreds of New Zealanders who made a submission, and the ākonga and whānau who took part in the research to inform this work. The feedback and information we received has been invaluable in shaping these guidelines.
The release of these guidelines is being supported with online training modules, webinars and resources for teachers and principals. These will be available in 2023 and 2024.
All existing support and training will continue to be available, including support for schools and kura from their local Te Mahau Office of Te Tāhuhu.
Ngā mihi nui
IONA HOLSTED, Te Tumu Whakarae mō te Mātauranga/ Secretary for Education.
Every ākonga has tapu, mana and potential. Ākonga are empowered when their uniqueness and diversity is nurtured and valued. We want our schools to be a place where all ākonga learn and grow. This happens when school communities respect and strengthen everyone’s potential.
About these guidelines
These guidelines are primarily for school boards, leaders and staff but will also be useful for, and protect the interests of ākonga, parents, whānau and caregivers.
The guidelines outline the new legislation about physical restraint and physical contact in schools.
They also set out a practical approach to recognise and understand distress, focusing on minimising the use of physical restraint in schools. This includes eliminating the use of unjustified physical restraint.
The guidelines intend to complement rather than replace existing behaviour frameworks and initiatives available in schools. They should be read alongside the Education (Physical Restraint) Rules 2023.
We’ve called these guidelines Aramai He Tētēkura
We have called these guidelines Aramai He Tētēkura. This is a reference to a developing plant as it reaches upwards towards the light, seeking growth and knowledge.
A tētēkura is also a brave warrior, a chief and leader. The tētēkura is therefore an expression of the diversity and potential of ākonga and how they deserve to achieve their full potential and be our nation’s future nurturers and protectors.
The young plant is rooted in the whenua, sustained, and supported by the individual rights that protect them. They are surrounded and supported by the many trees of the forest who are our whānau and school community. Just as the branches interlock in a forest to create a safe haven, so must whānau and school contribute to mana-enhancing strategies and proactive planning.
You will see this narrative explained throughout the guidelines. It underpins our guiding principles, an approach to understand and respond to distress and restore relationships and the learning environment following a challenging situation. This is defined by mātaitia, atawhaitia and whakawhenuatia – to recognise, respond and restore.
Online training modules, webinars and resources will be available for schools, kaiako and kaiāwhina. All existing support and training, including in the use of safe holds, will continue to be available. Schools and kura can continue to get support from their local Te Mahau Office of the Ministry of Education.
We want the experiences of ākonga Māori and disabled ākonga to reflect the educational rights of all ākonga. All ākonga should be treated with respect and be encouraged to respect each other’s rights and values.
One of the purposes of the Education and Training Act 2020 is “to establish and regulate an education system that … honours Te Tiriti o Waitangi and supports Māori-Crown relationships.” School boards are expected to give effect to this in governing a school.
Section 127(1)(d) of the Act, provides that one of a school board’s primary objectives in governing a school is to ensure the school gives effect to Te Tiriti o Waitangi and its principles. This includes working to ensure that local tikanga Māori, mātauranga Māori and te ao Māori are reflected in the school’s plans, policies, physical spaces and local curriculum and focused on achieving equitable outcomes for ākonga Māori.
In Aotearoa New Zealand, Māori are tangata whenua. Evidence shows that ākonga Māori are over-represented in the use of physical restraint in schools. To use these guidelines effectively, it is important to have insight into tamariki Māori wellbeing from a te ao Māori worldview.
Inherent in tangata whenua histories, there are many accounts that demonstrate how important tamariki are within Māori social structures. These narratives describe how tamariki are all born with a range of innate factors contributing to their wellbeing.
They include:
When these are nurtured and protected, their wellbeing will flourish.
If tamariki experience an act of hurt, harm or trauma, a violation of personal tapu or mana (or both) will occur. This can damage their personal and collective wellbeing and relationships. These harms must be addressed and prevented at both individual and collective levels, using practices that protect and restore.
Evidence shows that disabled ākonga are also over-represented in the use of physical restraint in schools. To use these guidelines effectively, it is important to understand the unique place disabled people have in New Zealand.
A non-disabling society is a place where disabled people have an equal opportunity to achieve their goals and aspirations, and we all work together to make this happen. Disabled ākonga want to learn in places where their sense of belonging is enhanced, their identity, language and skills are strengthened, and their diversity is understood and valued. The expertise of parents and whānau offers significant insights and perspectives to creating positive and productive learning pathways for disabled ākonga.
The right to an inclusive education for disabled ākonga is found in section 34 of the Education and Training Act 2020. It states that people with disability have the same rights to enrol, attend and receive education at state schools as students who do not. This includes reasonable accommodations and individualised support to maximise academic and social development. These rights are consistent with the New Zealand Government’s commitment to uphold the United Nations Convention on the Rights of Persons with Disabilities and the United Nations Convention on the Rights of the Child.
These guidelines honour ākonga Māori and disabled ākonga because they recognise diversity of strengths and needs, and the importance of school communities and whānau working together to support positive and safe learning experiences.
Whānau and school community working closely together to provide a protective and supportive environment for ākonga to thrive.
The manu tāiko is the kaitiaki of our forest and ensures whānau and kura work as one to protect ākonga and provide for their unique needs.
Full of potential and each in need of firm roots that hold them firmly connected and a supportive canopy around them.
Supportive practices to recognise and respond to distress and use appropriate care and attention to restore wellbeing.
The nurturing and sustaining root system is the principles that ensure the rights of the child are secure.
The manu tāiko reminds us of the principles that ensure our ākonga thrive in the environments we create with them.
These principles consider the vision of Te Tiriti o Waitangi: that tangata whenua values and customs would be protected and all New Zealanders would have equitable
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Poipoia te pua atua |
Nurture the potential of each student |
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Ranea te rau o Tāne |
Make abundant the interlocking branches |
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He pakiaka e tū ai |
And uphold the strengthening roots |
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Kia taurite te tētēkura |
Adapted to each student’s unique needs |
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E tipu, e rea |
To grow and develop |
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Tai atu ki te rangi |
To their highest potential |
Sustain and support ākonga tapu and mana — their intrinsic potential and right to self-determination so they can be their full selves at school and in their learning and relationships.
Strengthen trusting relationships, meaningful participation and communication with ākonga and their whānau.
Build on ākonga- and whānau-centred approaches that respond to their unique strengths and needs, recognising and valuing te ao Māori and disability perspectives.
Recognise there are equity issues in our school system and remain open to resolving them.
Work together as communities to create shared learnings that remove harm and inequities from our school system, so that all ākonga can thrive.
The Education and Training Act 2020 provides a framework regulating the use of physical restraint in New Zealand registered schools. Registered schools are bound by the Act and the Rules, and they must have regard for these guidelines.
The legislation provides the platform and direction to understand, recognise and safely respond to ākonga distress, and to minimise the use of physical restraint. This direction requires a shared vision, strong leadership, good planning, collaborative working, and a supportive and responsive learning culture.
Physical restraint is covered under sections 99 to 101 of the Education and Training Act 2020.
Rules 1–3 set out the title, commencement date and definitions for terms used in the Rules. Under the Act, the Rules on the use of physical restraint set clear requirements for employers, principals, teachers and authorised staff members relating to the use of physical restraint in registered schools.
Rule 4 requires schools to:
A sample policy is not included in these guidelines. The Ministry will work alongside the School Trustees Association and SchoolDocs to develop this.
Rule 5 details what school boards and managers need to do to authorise non-teaching staff to use physical restraint.
Rule 6 requires schools to make information available to the school community about these guidelines, the school policy on ākonga distress and the use of physical restraint, and the names and positions of authorised staff members at the school.
Rule 7 outlines to schools the requirements for keeping records and how long they need to be kept.
Rule 8 details the requirement for schools to have support plans in place for specific ākonga, and the need to obtain consent if physical restraint is part of the support plan.
Rule 9 details the requirements for schools to notify parents or caregivers when physical restraint has been used, and to offer them an opportunity to debrief, and the timeframes that these actions need to happen.
Rule 10 requires schools to:
Rule 11 details what reporting employers and staff members must complete following an incident of physical restraint, who they need to go to and how to go about doing this.
Rule 12 details staff training and support requirements that need to be in place and by when.
A series of online learning modules will be made available to schools to support the training requirements.
Physical restraint, in relation to an ākonga, means to use physical force to prevent, restrict, or subdue the movement of an ākonga (or any part of their body) against their will.
Physical restraint can only be used by kaiako or authorised staff members, if all three of these conditions are met (and only as a last resort).
There may be times when you need to take proactive steps to ensure ākonga safety. (For example, reaching out to prevent ākonga from running onto a road or climbing somewhere that is unsafe.)
In the context of legislation, imminent harm is an immediate threat that a person will cause and/or suffer harm which jeopardises the health and safety or wellbeing of themselves or others if protective action is not taken immediately.
In the context of legislation, significant emotional distress means harm that is caused by the intentional acts of one person that significantly affects the emotional wellbeing of another person, to such an extent that they need intensive support to cope and recover.
Kaiako, including relief kaiako and people with a Limited Authority to Teach, are automatically authorised to use physical restraint under the Act. Other staff members, such as teacher aides, must be authorised by their employer — the school board, or the manager for a private school.
The Act does not cover the intervention of an unauthorised staff member who physically restrains ākonga. The requirements for authorising non- teaching staff are detailed in Rule 5.
Seclusion is prohibited under section 98 of the Education and Training Act 2020.
Seclusion is putting ākonga alone in a room they can’t leave (or think they can’t leave) against their will.
A lack of clarity about the difference between physical contact and physical restraint can create dilemmas for some school staff. Sometimes, careful contact to gently guide ākonga is helpful. Other times, physical restraint may be needed to prevent ākonga from imminent harm.
Careful contact is important for the wellbeing, cognitive development and learning of ākonga, especially for young ākonga.
Three principles help determine what acceptable physical contact is:
Think about these things when considering using physical contact in helpful ways:
While physical contact is soothing and supportive for some ākonga, others may not want any form of physical contact.
Using non-verbal and verbal feedback enables positive and supportive expression without the need for physical contact.
Examples of non-verbal feedback
Examples of verbal feedback
Ākonga generally show their willingness for physical contact through verbal and non-verbal cues. If ākonga are non-verbal, have limited language, or are becoming too distressed to talk, support them with other ways to express their willingness.
Signs that ākonga are willing to receive physical contact
Signs that ākonga are not willing to receive physical contact
If you sense ākonga are no longer willing to receive physical contact, stop.
Unconsented physical contact may affect ākonga wellbeing. Some ākonga will have past experiences that affect how they react to physical contact.
Always explain to ākonga that you are going to initiate physical contact and why. To check if they want physical contact, you could ask a question.
You can also encourage ākonga to use visual aids and assistive technology to initiate or accept offers of physical contact.
Some ākonga may need help learning boundaries for acceptable physical contact. You could redirect ākonga where appropriate:
To develop skills
To provide emotional support
To aid and assist
Particularly if it has been professionally prescribed for personal care, functional mobility and positioning, hygiene, and nutrition and safety.
To support positioning and posture
To support communication
Some forms of contact, and when and where they occur, are considered unhelpful and potentially harmful, and they do not meet the Teaching Council’s standards and codes.
Contact should not be used in the following situations.
Educators: Ask for guidance from colleagues, the parents, whānau or caregivers of ākonga or your professional leader. You could also check out your own school’s policy, rules and expectations around physical contact.
If you’re unsure about a colleague’s use of physical contact, talk to your professional leader or principal about it, and see the Teaching Council’s Conduct and Competence Processes.
Parents, whānau or caregivers should be advised that if they are unsure about the use of physical contact, they should talk to the school principal.
A supportive and caring school culture promotes whole-of-school wellbeing. This supports understanding, recognition and safe responses to ākonga distress and minimisation of the use of physical restraint.
To build this culture, schools need a shared vision, strong leadership, good planning and collaborative working.
A supportive school culture has proactive, mana-enhancing teaching and learning practices that support participation, belonging and wellbeing. This ensures ākonga have what they need and supports kaiako to know what to do.
In a supportive school culture, connections between ākonga, their learning environments and their relationships with others are recognised and planned for.
A supportive school culture:
For resources, programmes, initiatives, and frameworks that support schoolwide approaches, see Appendix 1.
Even with a strong focus on a supportive school culture, there may be other aspects— both within and outside the school context — that contribute to ākonga distress.
It is important that kaiako and other school staff are confident and capable to recognise this early, understand what might be contributing and respond in helpful and safe ways.
The next sections of the guidelines provide practical and proactive strategies and approaches that can be used in school and classroom settings to support ākonga through distress.
I have a sense of belonging when:
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines
I feel respected and understood when kaiako and kaiāwhina:
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines
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Mātaitia: Recognise |
The better you know ākonga and their whānau, the easier it will be to learn about them. Recognise the signs that they are becoming overwhelmed or struggling. Work with them, their whānau and their peers on things that can help. |
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Atawhaitia: Respond |
Respond with the kind of support ākonga need to feel settled again. If they’re too overwhelmed, respond with calm, clear communication that keeps everyone safe. |
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Whakawhenuatia: Restore |
Give everyone time and space. Be there for ākonga, restore connections, and support integration back into classroom and peer activities. |
This section gives guidance to understand distress and recognise what ākonga need to thrive, including information about support plans.
Work alongside ākonga and their parents, whānau and caregivers to identify the unique signs that ākonga are stressed or not coping, so you can respond early and appropriately.
Distress is an expression of an unmet need or want. It occurs when the level of stress exceeds ākonga ability to cope and recover without support. Distress can present as visible behaviours to others. The factors that lead to distress may seem unremarkable to other people.
Some ākonga may experience daily stressors that can overwhelm them if not understood and addressed through careful consideration of the physical environment, curriculum delivery and their relationships with others.
Noticing the signs ākonga are experiencing distress and paying attention to what is going on in the learning setting will help kaiako to be proactive in their planning for future situations.
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines.
Ākonga often show noticeable signs when they are experiencing stress or distress. This includes those who may have witnessed or been involved in the distressing situation.
Signs can include:
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines.
Investing in relationships between kaiako and other school staff, ākonga and whānau is a vital part of building a supportive environment where ākonga can thrive. Working in collaboration to develop a clear and tailored support plan is essential to ākonga learning and wellbeing at school.
Support planning is essential to help school teams to understand the diverse strengths and needs of ākonga. It helps teams to create safe and inclusive learning environments that respect the mana of all. It is also helpful to describe and understand triggers which are unique to a particular ākonga that may result in them experiencing distress.
Working together to develop the right support plan is vital to ākonga learning and wellbeing at school, especially for those who experience distress.
Appendix 2 has an example of a support plan template.
Building trusted relationships between kaiako and other school staff, ākonga and their whānau is essential to support planning. Everyone involved has a part to
play, and different perspectives contribute to a fuller picture of the best ways to support ākonga.
Planning includes:
“It’s all about planning. So, having a very clear plan before anything happens, you know, ‘When you feel this way, try this’. Maybe go and find a squeezy ball or something like that. ‘I can see you’re getting agitated; let’s find your squeezy ball.’ Have a very clear plan about what you do to de-escalate, because the kids don’t want to be like that.”
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines.
Source: Engaging with tamariki and whānau to inform the physical restraint rules and guidelines.
Good support planning recognises the important connections between ākonga, their learning environments and their relationships with others, and it identifies potential responses to various situations. This allows school leaders, kaiako and kaiāwhina to be better prepared to quickly, confidently and effectively respond in challenging situations.
There are some key aspects for support planning.
Below are some strategies that could be included in a support plan.
Sometimes, a plan may identify physical restraint as a last resort. If this is the case, teams will need to ensure that:
Parents, whānau and caregivers must give their consent if the use of physical restraint (as a last resort) is included in the support plan (see the sample consent form in Appendix 3).
Information about the positions and holds that would be used, if physical restraint was needed, must be included in the plan.
Parents, whānau and caregivers must be informed of the possible impacts of physical restraint and how these will be managed.
Even if consent is not included in the plan, kaiako and authorised staff may still use physical restraint if it is required to prevent imminent harm.
Please contact your local Te Mahau Office of the Ministry of Education who will support you if physical restraint is identified as part of a support plan.
Who
Who the ākonga has a trusted relationship with, and who could be called upon at short notice to help — for example:
What
What strategies can help — for example:
Where
Where physical changes need to be made to the environment:
When
When the plan will be reviewed:
You can find a support plan template in Appendix 2.
This section outlines ways to respond confidently and calmly to challenging situations, and provides guidance if you have to use physical restraint.
There will be times when ākonga feel overwhelmed. You’ll need to guide ākonga through these challenging situations, while being calm and confident.
You’ll most likely notice signs that ākonga are not coping.
Signs can include:
How you and others respond makes a difference.
Connect with ākonga using verbal and non-verbal techniques and pay attention to your own emotional responses.
Constantly reassess the situation. Consider these things if the situation continues to intensify.
Please note: These guidelines don’t look at responses to extreme violence or traumatic incidents. These are covered by other policies and guidelines.
To use physical restraint, all three of the conditions under the legislation must be met. If you’re in any doubt, if you are not authorised to use physical restraint, or feel you are in physical danger, get help from colleagues or call the police.
Physical holds require training and cannot be taught in these guidelines.
If you think an ākonga requires safe holds, your local Ministry of Education team can work alongside you to discuss a range of supports. Support may include tailored advice, guidance and training on de-escalation strategies, and/or safe holds to support the team around the ākonga.
The following types of restraints are unsafe, cause harm and must never be used:
This section provides guidance on how to support ākonga after a challenging situation, and what you need to do after a situation involving physical restraint.
Knowing how to support after a challenging situation, where physical restraint may or may not have been used, is key to recovery for everyone involved.
Ākonga recover when reconnections are made and they feel secure in their learning environment again. This can take time.
Know that relationships are key — what you say and do matters.
Immediately after the situation consider these things:
Gently and discreetly support ākonga to re-engage with classroom activities. Refer to any support plans for any strategies that may support this process.
You can:
If physical restraint has been used, refer to What to do after a situation involving physical restraint?
Ongoing distress may result from what happened, particularly if physical restraint was used. This can affect the ākonga involved, as well as others who witnessed the situation.
Keep an eye on the wellbeing of ākonga in the days and weeks following a situation. Watch for absences from usual activities, changes in their interactions, or concerns from peers, whānau or other teaching colleagues.
Ākonga may feel more settled if you regularly check in with them and their whānau. If they continue to show signs of distress, involve whānau and decide together what other support they might need.
Staff members may be affected by what happened. School managers need to ensure affected staff receive support. This could include debriefing, emotional support, the Employee Assistance Programme (EAP services), additional breaks or help with workload.
Please contact your local Te Mahau Office of the Ministry of Education if you need help.
If physical restraint has been used, you have an obligation under the legislation to notify the following people.
The principal or the delegated manager must be notified as soon as possible. This will help to support ākonga, staff and anyone anyone else affected by the situation.
Parents or caregivers must be notified as soon as possible after physical restraint has been used — at minimum before their tamariki return to their care. This enables them to understand what has happened and to monitor tamariki wellbeing at home.
Parents or caregivers must be provided with a reasonable opportunity to actively participate in a debrief. This must occur within three working days (or later by mutual agreement).
A debrief allows parents or caregivers and the school the chance to discuss what happened and to prevent something similar from happening again. This might include reviewing how the situation was managed, or creating and updating a support plan.
The process of the debrief can help restore relationships through shared problem solving and joint decision making.
Parents or caregivers can also access support from the Student Rights Service, or the Citizens Advice Bureau.
Schools must notify the Ministry when physical restraint has been used, via the online incident reporting form or the Student Management System (if this functionality is available). Keep a copy of the notification and ensure it is kept secure, as per the Privacy Act 2020 and the Official Information Act 1982.
Access the online form from the main Community Portal. To access the online physical restraint incident reporting form, your delegated authoriser can assign the ESL (Education Sector Logon) role ‘physical restraint school user’.
Online learning material is available to help you navigate your way through the online physical restraint incident reporting form, via the following steps.
Report the use of restraint and analysis of trends to your school board (or manager for private schools). If the principal considers that the use of restraint was unjustified, they are responsible for following up with the employer (school board or manager) and subsequent reporting to the Teaching Council.
See Appendix 4 for a checklist of actions following the use of physical restraint.
See Appendix 5 for a sample debrief form.
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He manu ā-nuku, he manu ā-rangi |
Soaring within the heavens, settling on the earth |
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He manu tāiko nā Tāne i te wao nui |
The sentry bird of Tāne in the great forest |
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Nukunuku kia tau |
Moves through the forest |
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Nukunuku kia wātea |
To bring calm and clarity |
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Mātaitia e Tāne |
Seeing and watching |
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Atawhaitia e Tāne |
Responding with purpose |
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Whakawhenuatia e Tāne |
Restoring and reconnecting |
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Whākina mai te ara |
Disclosing the pathway |
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Kia puta ko tētēkura ki te whai ao |
To advance the tētēkura from the spiritual realm |
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Ki te ao mārama |
Into the world of light |
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Haumi e, hui e, tāiki e! |
Unify, gather, resolve together! |
Appendix 1: Links and resources for building a culture of care
Appendix 2: Support plan template
Appendix 3: Sample consent form
Appendix 4: Checklist – following an incident of physical restraint
Appendix 5: Sample debrief form
A supportive school and classroom culture reduces the likelihood of incidents of imminent harm. Positive cultures support ākonga to become valuable and active contributors in their communities. Useful links include:
Ākonga learn best when they experience positive relationships with their kaiako. Useful resources include:
Helpful resources include:
There are many ways a support plan can be developed—this is an example that covers key aspects of a support plan. This can be adapted as needed.
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Student name |
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Date |
DD / MM / YY | |||
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Next review date |
DD / MM / YY | |||
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Team members |
Whānau, student, teachers, teacher aide etc | |||
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Whānau/family information |
Agreed protocols for sharing information and communication (frequency, mode, approach) | |||
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Strengths and needs |
What strengths can be enhanced to support learning and wellbeing?
Learning, sensory, social, communication, medical and personal care, self-regulation |
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| Proactive strategies – learning environment, home environment, teaching and learning, peer relationships | ||||
| What is working well? What can be further enhanced and generalised? | ||||
| Recognise and respond to signs of distress | ||||
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Stress Triggers |
How the ākonga feels |
What we see |
Support, strategy, approaches and resources (minimising distress) |
Calming techniques, physical contact (maximising wellbeing) |
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e.g. Transitioning from task to task |
e.g. - Confused - Anxious - Panic - Lost |
e.g. - Shut down - Standing still - Crying - Melt down |
e.g. - Visual timetable - First and next - Simple and slow language - Prompting by other ākonga - Material, resources and table set up for task |
e.g. - Reduce language or say nothing - Give the Child time to regulate - Provide calming toy or sensory resource e.g. apple - When the ākonga has calmed, show visual and ask if they are ready to go back to the task. |
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Names of people who can help in situations of distress |
Name trusted adults, friends and classmates, siblings or other whānau at the school, kaumatua, internal or external counsellor, or mentor and how they can help | |||
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Any additional information |
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If the use of physical restraint has been identified as being part of this support plan, please complete the physical restraint consent form.
If the use of physical restraint has been agreed to form part of a support plan, you will need to get consent from parents or caregivers. This form can be adapted to align with your school values and approaches.
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Consent for including physical restraint in a support plan |
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Name of student |
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Teachers and authorised staff members working with the student who are trained to use physical restraint |
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Physical holds that may be used, if necessary, to prevent imminent harm |
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Any physical, health or psychological conditions that may be impacted by physical restraint and how these will be managed |
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Any steps being taken to eliminate the use of restraint for this student |
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Actions to be taken following an incident of physical restraint (must include notification of parents/caregivers and monitoring of student wellbeing) |
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This form will be reviewed (circle one): weekly/monthly/every term/every six months/annually |
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Signatures |
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Principal or principal’s delegate |
__/__/___ |
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Parents or caregivers |
__/__/___ __/__/___ |
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Task |
Completed |
Notes |
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Has the principal/delegated manager been notified of the incident? |
¨ |
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Have whānau been notified? |
¨ |
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Has a debrief with whānau been booked? |
¨ |
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Has the Ministry been notified via the online physical restraint reporting form? |
¨ |
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Has a review meeting been scheduled? |
¨ |
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Have any referrals been made? |
¨ |
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Does a support plan need to be developed or reviewed? |
¨ |
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Does your school policy on physical restraint need to be reviewed? |
¨ |
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Signed Date |
This form can be adapted to align with your school values and approaches.
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Date of debrief |
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Time of debrief |
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Date of incident |
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Attendees at the debrief |
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Who was involved in the incident? |
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What led up to the incident? |
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What approaches/strategies were used – how effective were they? |
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What would we do again or differently? |
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Next steps/agreed actions |
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Principal or principal’s delegate signature |
Date |
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__/__/___ |
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