The Real Value of Mandatory Reporting of Physical Interventions in Schools

Why Mandatory Reporting Matters

Transparency in behaviour management is essential, but how reporting is framed influences whether schools see it as a burden or an opportunity. The focus is often on numbers:

• How many incidents were reported?
• Are restraint numbers going up or down?

But focusing only on figures misses the point. Mandatory reporting shouldn’t be about compliance for the compliance's sake. It should be embedded in clear behaviour policies in school that promote transparency, professional learning and ensure that any intervention is reasonable, proportionate and necessary.

Schools should not fear reporting. They should embrace it as a tool for building trust, improving practice and safeguarding both students and staff.

The Importance of Clear Definitions in Restraint Reporting

One of the biggest challenges in this debate is the lack of a clear, shared definition of restraint and physical intervention. Schools confidently report many restrictive practices such as lunch schedules, rules and expectations, because they see them as justified and necessary.

However, when it comes to physical interventions, there is hesitation.

Why?

Because of fear. Fear of misinterpretation, misrepresentation and unfair scrutiny.

The reality is that some physical interventions are necessary. If a child is in danger, whether due to violence, self-harm or a medical crisis, parents would expect and support appropriate intervention.

However, the language we use around intervention matters. Terms like "positive handling" can obscure reality, making it harder to have honest discussions about restraint and intervention in schools. As explored in this blog on why "Positive Handling" is anything but positive, softening language around restraint does not reduce risk, it reduces clarity.

The question is not whether restraint should exist: it’s how it’s used, when it’s used and whether it’s justified.

That’s why clear definitions and guidance are essential. If schools don’t know what counts as restraint, how can they be expected to include this in their behaviour policies and to report accurately, consistently and confidently?

Mandatory Reporting Should Build Confidence, Not Fear

Many schools worry that increased reporting will make them look bad, that a rise in recorded incidents will be mistaken for a rise in actual incidents. But this is a misconception.

More reporting does not mean more restraint, it means more transparency. Schools that report honestly should be celebrated, not punished, for their commitment to openness.

Instead of fearing judgment, schools should see reporting as a way to:

• Create a benchmark for improvement. You cannot reduce restraints without first understanding when, why, and how they happen.
• Protect staff. Documenting decisions provides evidence that interventions were reasonable and proportionate, helping staff feel secure in their actions.
• Reassure parents and communities. Transparency builds trust and helps parents understand why an intervention was necessary.

Behaviour Is a Skill. So Why Aren’t We Teaching It?

For too long, school behaviour policies have focused on control, compliance and consequences. But behaviour is not just something to be managed. It’s something to be taught.

Behaviour is not just something to be managed. It’s something to be taught.

Schools teach English, Maths and Science. Why not behaviour?

If we treat behaviour as a learnable skill, then reporting interventions stops being about punishment and instead becomes about understanding patterns, improving responses and refining strategies.

Through regular, reflective reporting, schools can:

• Identify trends in behaviour and intervene earlier.
• Ensure staff training remains effective and up to date.
• Encourage collaborative decision-making, rather than a top-down culture of control.

This is not about teachers “running the room”. It is about building a shared culture of trust, accountability and continuous learning.