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Appropriate bodies of the body eg shoulders, hands, arms and upper back.

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Seclusion is putting Akonga in a room they can't leave or think they can't leave.

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Always ask if Akonga want to receive physial contact

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Always ask if Akonga want to receive physial contact

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Harm that is caused by the intentional acts of one person that affects their emotional well being.

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We have policies in place and we have a process for managing complaints.  If necessary the Teaching Council may be involved.

The policy is available to school community to read and review.

Individual support plans are in place for specific students who may require restraint and has been given parental consent.

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Immediate threat that a person will cause or suffer.

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-all teachers and authorised LAs
-Only if ALL 3 conditions are met
1. To prevent imminent harm including emotional distress
2. There are no other options available to prevent harm
3. Reasonable and proportionate in the circumstances

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All three of these must be met and as a last resort

to prevent imminent harm (including significant emotional distress to themselves or others).

if the teacher or authorised staff member believes there is no other option for preventing harm.

if the physical restraint is proportional and reasonable to the circumstances eg running onto the road.

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Akonga must be willing to touched and remain that way for physical contact to occur or continue. No longer willing through body language or no longer walking with you, physical contact must stop.

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Offer staff additional breaks or help with workload.

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Offer staff additional breaks or help with workload.

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Need to verbalise your action prior to making contact eg gentle guiding with hand on back

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-signals, symbols, calming cards, a social story
-quiet place/space
-choices, distractions
-validating feelings
-reflect back what they are communicating
-problem solving
-places or activities
-physical contact

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Unsafe physical restraint to be aware of are

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Unsafe physical restraint to be aware of are

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restraint that restricts breathing or communication

face down restraint

immobilizing through pressure points and pain holds

tackling, sitting, lying or kneeling on.

headlocks

bending joints backwards.

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Know signs of distress.
Know routines that help akonga engage in learning.
Know strategies to support akonga during challenging situations.
Know what also works in the home.
Know when a review is needed.
Have collaborative and proactive solutions.

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- Disengaging to over-engaging
- Restless
- Noises, excitement
- Physical movements
- Arguing

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Keep an eye on ākonga wellbeing following the event.  Regularly check in on them.  Keep in touch with whānau if needed.  Staff members may have been affected as well and should be offered support. 

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Keep an eye on ākonga wellbeing following the event.  Regularly check in on them.  Keep in touch with whānau if needed.  Staff members may have been affected as well and should be offered support. 

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Create a safe space.  Get support.  Move other students for safety.  

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Create a safe space.  Get support.  Move other students for safety.  

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Teachers and authorised staff (non teaching staff that have been authorised by the board.  They must have had training).

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Who - akonga has a trusted relationship with
What - strategies can help
Where - physical changes need to be made to the environment
When - the plan will be reviewed

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Students can show frustration or irritation.  Discomfort.  Distracted or restless so T's need to recognise these facotrs.

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Students can show frustration or irritation.  Discomfort.  Distracted or restless so T's need to recognise these facotrs.

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-All other possible strategies have been explored.
-There is escalating distress that would result in imminent harm.
-Informed consent from whānau if part of support plan.
-Frequency is monitored and reviewed to minimise/eliminate.
-Positions/holds must be included in the plan.
-Even if consent is not included in the plan, restraint can be used if required to prevent imminent hard.

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Important to have a clear plan so everyone has a part to play by:
- Clarifying priorities for akonga and their whanau
- aree on shared protocols and ways to communicate
- check on provacy concerns and any restrictions on sharing information
- share details on any available support and how to access it

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St Martins definition is "to use physical force to prevent restrict or subdue the movement of student or any part of their body against their will"

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Teacher needs to remain calm and confident  distressed students or parents. 

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Teacher needs to remain calm and confident  distressed students or parents. 

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How to support Akonga after a challenging  situation

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How to support Akonga after a challenging  situation

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Reconnect and  Restore to help Akonga to feel safe and calm
*monitor wellbeing
*give everyone time and space to settle
*ensure akonga have what they need to self regulate
*food and water
* reinforce calming strategies

Support Akonga to re-engage with classroom activities- gently and discreetly
* facilitate activities to include
*reduce demands

Consider :
Let a colleague know
connect with whanau to share info about situation
give time and space to calm and reflect
debrief with school leaders- reflect

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- Building the culture and relationships-whole school well being
- Knowing the individual and what works
- A sense of belonging
- Recognising the classroom environments
- Staff feel supportive and know about plans and protocols

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- Work alongside akonga and whanau to identify and understand signs of stress.
- Signs may be unique and unremarkable.
- If these needs are not addressed, students will not be able to learn.
- Physical, emotional, academic and social stressors.
- Teachers to pay attention to needs and be proactive to meet these.

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Recognise important connections between akonga and their learning environments, relationships, and potential responses to situations. This allows leaders to be better prepared to act quickly