Physical Intervention and De-escalation: What’s Allowed

Foster carers sometimes face split-second decisions when a child’s behaviour escalates and safety is at risk. The law does allow reasonable, proportionate physical intervention in very limited circumstances—but only after you’ve tried to de-escalate, and only for as long as it’s necessary to keep someone safe. This guide sets out the legal framework (England), what’s allowed and what isn’t, how to de-escalate first, and what to record and review afterwards.

Note: This article summarises guidance for England. Scotland, Wales and Northern Ireland have different statutory frameworks—always follow your agency’s policy and local guidance.

The legal framework (England): what underpins your decisions

At the core is Regulation 13 of the Fostering Services (England) Regulations 2011, which requires every fostering service to have a written policy on acceptable measures of control, restraint and discipline. You must be trained in—and follow—your agency’s policy at all times.

Ofsted’s expectations are set out in government guidance on creating positive environments. The starting point is children’s rights, relationships and preventative practice. Restraint is permissible only as a last resort, for the shortest possible time, and must be proportionate to the risk. It is always unlawful to use force as punishment, and restraint that deliberately inflicts pain should never be used.

Ofsted’s 2025 update emphasises that restraint and other restrictive practices can harm mental health and relationships; inspectors will look for cultures that minimise restrictive practice and prioritise positive behaviour support and de-escalation.

Local authority and agency procedures echo the same principle: physical intervention may be used only to prevent injury to any person or serious damage to property and must never be a routine response to challenging behaviour. Corporal punishment is prohibited.

What do “physical intervention”, “restraint” and “holding” actually mean?

“Physical intervention” is any intentional contact used to manage behaviour or risk. “Restraint” is a restrictive intervention: applying the minimum force necessary to prevent harm (for example, stopping a child from running into traffic or striking someone). Some practice literature distinguishes that from supportive “holding” intended to comfort—but if the child doesn’t consent or can’t freely move away, it’s functionally restraint and should be treated as such in your recording, training and review. The key is purpose (safety) and proportionality (minimum force, shortest time).

The “last resort” and proportionality tests

Before any physical intervention, you should be asking yourself:

• Is there an immediate risk of injury to this child or someone else, or a risk of serious damage to property that could escalate to harm?
• Have less-restrictive options been tried or are they impractical because of the urgency?
• What is the least force for the shortest time that could keep everyone safe?

Government guidance is explicit: restraint must not be routine, must be proportionate, and must last no longer than necessary. When inspectors review incidents, they consider why restraint was used, what alternatives were considered, and what changed afterwards to reduce the likelihood of repetition.

Practices that are not allowed

There’s a consistent red line across national guidance and local policies:

• No force as punishment; no pain-compliance techniques.
• No corporal punishment by anyone in the fostering household.
• No routine or long-term isolation/seclusion; extended isolation is never acceptable for children.
• No restraint to enforce compliance where there is no safety risk.

These prohibitions protect children’s rights and your registration. If you’re ever in doubt, don’t do it—de-escalate and call for help.

De-escalation first: trauma-informed approaches that work

Most escalations can be prevented or defused without touch. A widely used, trauma-informed approach is PACE—Playfulness, Acceptance, Curiosity, Empathy—developed by Dr Dan Hughes and widely adopted across UK services. PACE helps adults slow down, regulate themselves, and attune to what a child’s behaviour is communicating so you can reduce fear and restore felt safety.

Practical de-escalation moves you can use today

• Regulate yourself first. Keep your voice low and steady; name what you see (“I can see you’re really angry and want space”).
• Lower the demands. If instructions or conversations are fuelling the escalation, pause them and offer choices with limits.
• Create space and reduce stimulation. Step back, clear the audience, lower noise/lights where possible.
• Signal safety and curiosity. “Help me understand what happened,” is often more effective than correction.
• Use agreed scripts and signals. Follow the child’s behaviour plan; predictability reduces anxiety.

The National Minimum Standards make clear that foster carers should be trained in positive behaviour support and de-escalation, and that fostering services must provide policies that support this approach.

When you may use reasonable force (rare, high-risk scenarios)

Physical intervention may be justified only where there is an immediate risk that cannot be controlled another way, for example:

• A child suddenly lunges with an object towards another person.
• A child attempts to run into a busy road.
• An episode of dangerous self-harm that cannot be interrupted verbally.
• A child is destroying property in a way that creates an imminent risk of injury (e.g., shattering glass).

In these situations, you may use the minimum force necessary—for the shortest time—to prevent injury or serious damage, then release immediately once the risk reduces. If a weapon is involved or you cannot safely intervene, prioritise distancing, evacuating others, and calling the police. Always follow your agency’s approved training model; do not improvise techniques.

How to keep everyone as safe as possible (without becoming a “technique manual”)

Because untrained or unauthorised holds can injure children, this isn’t a how-to on specific grips. Instead, apply these universal safeguards that align with national expectations:

Plan ahead. Know each child’s risk assessment and behaviour plan—triggers, early warning signs, and agreed de-escalation scripts. Update plans after any incident.

Keep airways and dignity safe. Never use techniques that restrict breathing, risk asphyxia, or inflict pain. Keep the child’s face visible, neck free, and head neutral; continuously check for distress and release as soon as it’s safe.

One lead adult, clear language. If more than one adult is present, one person leads the communication to avoid overload and to narrate what’s happening (“I’m going to let go of your arm as soon as your hand opens and the scissors are on the table”).

Stop early, switch to support. The moment the imminent risk passes, withdraw and return to supportive regulation (water, quiet space, co-regulation). Then review with your supervising social worker.

Recording, reporting and reviewing after any physical intervention

Record promptly and factually. As soon as practicable (ideally the same day), write an incident record that states what happened, why less-restrictive options weren’t enough, what you did, how long it lasted, who was present, any injuries, and the child’s views. Share it with your supervising social worker and keep it in line with your agency’s recording policy. Fostering services must monitor incident records, look for patterns, and take action.

Notifying and escalation. Your agency will decide whether the event is a notifiable incident (e.g., serious injury or police involvement) and, if so, will handle notifications as required by regulation. If any allegation arises from the incident, follow the safeguarding policy—including LADO referral pathways—without delay.

Reflect and adapt. After any incident, expect a debrief with your supervising social worker. Update the risk assessment/behaviour plan, tweak triggers and early-help strategies, and agree what support or training you need next. Inspectors look for this kind of learning cycle.

Training and models: what counts as “approved”?

There’s no single national accreditation for restraint models in children’s services. Ofsted looks beyond the brand name to whether your setting demonstrates positive culture, preventative practice, staff competency, safe recording and reflective review. Choose training your agency recognises, and make sure refreshers are kept up-to-date.

Frequently asked quick answers

Can I restrain to get a child to follow instructions?

No. Never use restraint to force compliance or as a behaviour consequence. It is only for immediate safety risks.

Can I isolate a child in a room until they calm down?

Long-term isolation/seclusion is never acceptable for children. Short, supportive time-out should be child-centred, voluntary where possible, and used sparingly.

What about physical contact that comforts?

Supportive, consensual comforting contact is part of caring, but if the child cannot freely disengage or you are restricting movement, treat it as restraint for the purposes of decision-making and recording.

How do I get better at de-escalation?

Ask your agency for trauma-informed training (e.g., PACE), refresh regularly, and practise scripts from each child’s plan.

The bottom line

• De-escalate first. Relationships, routines and trauma-informed practice reduce the need for force.
• Use restraint only for immediate safety, in the least restrictive way, for the shortest time, and never as punishment.
• Record, report and review every incident; expect managers (and Ofsted) to look for pattern-spotting and learning.
• Follow your agency’s policy and training—that’s a legal requirement under Regulation 13.