Physical Intervention and De-escalation: What’s Allowed in Foster Care

Foster homes are meant to feel safe, predictable, and respectful. Most challenging behaviour can be prevented or calmed using positive relationships and trauma-informed approaches. Occasionally, however, a situation may escalate toward imminent harm. This article sets out what foster carers can and cannot do, how to use de-escalation effectively, and what to record and report afterwards. Always follow the policies of your fostering service and the child’s individual plans; these sit alongside the law and national guidance.

Core principles: safety, dignity and the least-restrictive option

Proportionality and last resort

Physical intervention is only considered when there is an immediate risk of harm to the child or others, and all safer options have been tried or are clearly inappropriate in that moment. Any intervention must be proportionate to the risk and stopped the second the danger passes.

Reasonable and time-limited

“Reasonable” means using no more force than necessary and for the shortest possible time. The aim is to prevent injury or serious damage, not to punish, coerce, or force compliance.

What counts as physical intervention?

Clarifying the terms

• De-escalation: non-physical strategies—tone, language, space, choices—that lower arousal and restore thinking.
• Guiding or blocking: light, open-handed actions to guide movement away from danger or to block an unsafe action.
• Restraint: a restrictive physical intervention that limits movement. In foster care, this should be exceptionally rare, risk-assessed, and in line with training and policy.

What is not allowed?

Prohibited methods

Pain-inducing techniques, holds that restrict breathing, neck holds, seated or prone restraints without explicit agency approval and specialist training, mechanical restraints, threats, and any action used as punishment are not permitted. You must also not use deprivation of liberty (e.g., locking a child in a room) unless there is a specific legal authority ordered by a court. If you are ever unsure, don’t do it—call for help and follow your on-call guidance.

Planning ahead: reduce restraint by designing for calm

Positive behaviour support plans

Every child should have a clear plan—sometimes called a Positive Handling Plan or Crisis/Support Plan—that lists triggers, early warning signs, effective calming strategies, and any approved physical interventions. Make sure this plan is reviewed after every incident and shared with school and other professionals.

Therapeutic approaches that work

Trauma-informed frameworks such as PACE (Playfulness, Acceptance, Curiosity, Empathy), co-regulation, and collaborative problem-solving reduce escalation by building connection and predictability. Daily routines, visual schedules, and “time-in” (staying close) help many children feel safe enough to settle.

De-escalation: what to do in the heat of the moment

Regulate first, then reason

Match your response to the child’s arousal state. When emotions are high, keep language brief and neutral, reduce stimulation (lower lights, move others away), and focus on safety cues (“You’re safe. I’m here. Let’s breathe.”). Avoid arguing facts or issuing multiple instructions.

Space, choices, and exits

Give physical space and two simple choices that both lead to safety (“Garden or sofa?”). Offer regulated exits: a calm place, a walk, water, sensory items, headphones. If the environment is unsafe, move others first rather than closing the child in.

The power of your voice and body

Use a low, slow voice, open hands, side-on stance, and avoid blocking doorways unless preventing immediate harm. Keep your own breathing slow and visible—children often mirror it.

When physical intervention may be justified

Preventing immediate harm

Examples include stopping a child from running into traffic, preventing serious assault, or halting dangerous self-injury. If you must intervene, use a trained technique you have been assessed as competent to use (e.g., from Team-Teach/PRICE/MAPA/PBM or your agency’s approved system), follow the least-restrictive version, and release as soon as practicable.

Safeguards during intervention

Constantly talk to the child (“I’m letting go as soon as you’re safe”), monitor breathing and circulation, and avoid positional risk (never face-down pressure, never across the chest/neck). Swap with another adult if you are tiring. If anyone is injured or unwell, seek medical attention.

After the incident: repair, record, and learn

Immediate steps

Check for injuries, offer reassurance, and ensure hydration and quiet. If required by your policy or the care plan, arrange a medical check. Let your supervising social worker (SSW) know as soon as possible and follow the on-call/safeguarding steps.

Recording expectations

Complete your agency’s incident report—ideally within 24 hours. Good records are factual and structured (many use ABC: Antecedent, Behaviour, Consequence). Include de-escalation used, why physical intervention became necessary, who was present, duration, type of hold, injuries, witness statements, and the child’s voice. Add body maps if there are marks and upload any relevant photos in line with policy and consent.

Notifications and thresholds

Your fostering service decides what must be notified to Ofsted/inspectorate and when the LADO (Local Authority Designated Officer) should be informed (e.g., allegation of excessive force). If police attended or there was a significant injury, expect multi-agency follow-up.

Reflective debrief for everyone

A debrief should happen with the child (when calm) and separately with you. Explore what helped, what didn’t, and what to change next time. Update risk assessments, the positive handling plan, and safer-caring policy accordingly. If incidents repeat, ask for additional training or clinical consultation.

Special contexts and common grey areas

Items and property

Removing dangerous items (e.g., sharp objects) is allowed when necessary for safety. Avoid force over property unless the item itself presents an immediate risk. Never use restraint simply to recover property or enforce compliance.

Younger children and guiding touch

For small children, guiding by the hand/shoulders to move away from danger is typically appropriate, but keep it light, brief, and explained. Document it if the situation was escalating.

Homes vs schools

Schools have separate statutory guidance on “reasonable force.” Your foster home follows agency policy and the child’s plan; don’t assume school-approved holds automatically transfer to the home. If a technique is not in your training or plan, don’t use it.

Deprivation of liberty and secure measures

Locking doors to contain a child, using door-restrictors that stop exit, or routinely preventing freedom of movement can amount to deprivation of liberty and requires court authorisation (e.g., secure accommodation order or High Court authorisation). These arrangements are not decisions for carers to make; raise concerns immediately with your SSW.

Training, supervision, and your wellbeing

Keep your skills current

Only use interventions you are trained and certified to use, and keep refreshers up to date. Ask specifically for training that includes trauma and neurodiversity, sensory regulation, autism-friendly de-escalation, and risk of positional asphyxia.

Supervision and support

Challenging incidents are emotionally draining. Use supervision and peer support groups, and ask for respite if you are experiencing compassion fatigue. Your ability to stay calm and regulated is the single most protective factor for the children you care for.

Quick checklist (print and keep)

Before a crisis

Know the child’s triggers, display simple house rules, prepare calm spaces and sensory tools, practise scripts, and agree cues with school and the SSW.

During a crisis

Prioritise distance and safety, use fewer words, offer simple choices, call for help early, and only use trained holds when immediate harm is likely.

After a crisis

Reassure, check injuries, notify per policy, record factually, debrief, and update plans. Seek extra support if patterns emerge.

Bottom line: In foster care, physical intervention is exceptional, time-limited, and solely to prevent immediate harm. The everyday emphasis is on relationships, regulation, and skilled de-escalation. When you plan proactively, practise calm responses, and work closely with your fostering service, you protect both the child’s dignity and everyone’s safety—while keeping your home the caring, therapeutic place it’s meant to be.