JHCDA-R: Regulations Governing the Physical Restraint of Students

Preamble

• Staff members are expected to speak and act towards students with respect and dignity.
• There is a continuum of interventions in the management of disruptive behaviours.
• Prevention is the first step in developing and implementing proactive strategies to minimize physical aggression or threats of a physical nature.
• Prevention may not always be successful and in given situations it may be necessary, in the opinion of staff, to apply reasonable physical restraint.  
• Physical restraint is to be applied in the spirit of in loco parentis; that is in a fair, judicious, and kind manner.
• Emergency resources are required when staff determine that the use of physical restraint is not a safe option.

Definition of Physical Restraint

• Physical restraint is immobilization through direct, temporary contact with the resisting student in a controlled manner for the purpose of preventing the student from injuring him/herself, others, or damaging property.
• The intent of physical restraint is to stop the unsafe behaviour.
• Physical restraint is not:
  • a form of behaviour modification;
  • a punitive action;
  • motivated by anger or malice.

When to Restrain

• Physical restraint is required when, in the opinion of the staff member:
  • other measures have been ineffective or are likely to be ineffective,
  • the danger is immediate, and
  • restraining the student will not jeopardize the safety and security of others.
• Physical restraint is used only in crisis situations, which include:
  • physical aggression towards staff or students;
  • behaviour which endangers the student;
  • behaviour that damages school or community property.

 Restraint Process

• The restraint process involves four basic steps: physical restraint, debriefing, notification, and documentation and follow-up.
• Physical restraint should be conducted:
  • with calm, reassuring verbal and non-verbal communication.
  • with brief unemotional and reassuring statements that give reasons for the restraint and describe the necessary behaviour for ending the restraint.
  • with the least amount of physical force to protect the student and the restrainer.
  • with the least amount of disturbance to others.
  • in the presence of another adult when practical.
• Debriefing should occur for the student who was restrained, the staff involved and students who witnessed the restraint incident. The purpose of debriefing is to re-establish and maintain a safe learning environment
• Notification of the restraint must be made in a timely manner to the Administrative Officer and the parents/guardian.
  • If a restraint occurs off school property, the person in charge of that location will be informed of the incident.
• Documentation and follow-up may include:
  • written statements describing the incident and naming the people involved.
  • a meeting with concerned parties to discuss the restraint incident and strategies for preventing a reoccurrence.
  • the completion of a VSB Violent Incident Investigation Report form, if necessary.

 DMT Responsibility: AS-J