The Negative Impact of Restraint and Restrictive Practices on Children in Schools

Children who have experienced restraint and restrictive practices in schools often report significant negative impact on their well-being and educational experience. These practices, when overused or applied inappropriately, can have far-reaching consequences that hinder a child's emotional and psychological development.

The Consequences of Restraint and Restrictive Practices

Overuse or Inappropriate Use

One of the primary concerns is the overuse or inappropriate use of restraint and restrictive practices. When these methods are employed too frequently or without proper justification, they can exacerbate the very behaviour they aim to reduce. Children subjected to these practices may feel punished rather than supported, leading to a host of negative emotions.

Limited Opportunity for Reflection

After experiencing restraint, children often have limited opportunities to reflect on the incident. Without a chance to discuss and process what happened, they may struggle to understand why they were restrained, which can lead to confusion and mistrust towards school staff. Reflective practice and de-briefing is essential for helping children make sense of their experiences and learn from them.

Anger and Resentment

The use of restraint can foster feelings of anger and resentment towards school staff. Children may feel that they are being unfairly treated or that their autonomy is being unjustly restricted. This can damage the student-teacher relationship, making it harder for educators to build trust and effectively support the child.

Sense of Isolation

Children who are frequently restrained may feel isolated from their peers. This sense of isolation can stem from both the physical separation during restraint and the emotional distance created by feeling different or singled out. Social connections are crucial for a child's development, and isolation can have long-term negative effects on their mental health and social skills.

Stress and Anxiety

The anticipation of restraint can lead to heightened levels of stress and anxiety. Children may begin to fear attending school, knowing that they could be subjected to restrictive practices. This anxiety can impair their ability to concentrate and participate in class, further hindering their educational progress.

Fear of Going to School

Ultimately, the combination of these negative feelings can result in a fear of going to school. When children associate school with fear and anxiety, their motivation to learn and engage in the educational process diminishes. This can lead to absenteeism and a decreased likelihood of academic success.

Driving Change Towards a Culture of Care

Recognising the harmful effects of restraint and restrictive practices is the first step towards creating a more supportive and caring educational environment. This November The Restraint Reduction Network invite you to join us in driving change towards a culture of care. Together, we can explore and implement alternative methods that prioritise the well-being and development of every child: join here.

Join Them in November

By coming together, we can share insights, strategies, and best practices to reduce the reliance on restraint and restrictive practices. With a goal to find a different way—one that emphasises empathy, understanding, and positive behaviour support.

Conclusion

Children's experiences with restraint and restrictive practices highlight the urgent need for change in our educational systems. By acknowledging the significant negative impacts these practices have on children, we can work towards creating a culture of care that fosters trust, safety, and mutual respect. 

Share your thoughts and experiences on this important issue. Use the hashtags #CultureOfCare, #PositiveBehaviorSupport, and #EducationalReform to join the conversation on social media. Together, we can make a difference and ensure every child feels safe and supported in their educational journey.