We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
St Andrew's College is committed to the physical and emotional safety of every student, as required by the Education and Training Act 2020. We recognise that school and classroom environments can contribute to student distress, and we seek to respond in helpful and safe ways. We use proactive, mana-enhancing teaching and learning practices that support participation, belonging, and wellbeing for all students.
Distress is an expression of an unmet need or want. It occurs when the level of stress exceeds student ability to cope and recover without support. Distress can present as visible behaviours to others. The factors that lead to distress may seem unremarkable to other people.
Ministry of Education | Te Tāhuhu o te Mātauranga: Aramai He Tētēkura (page 42)
St Andrew's College follows Aramai He Tētēkura: A guide to understanding distress and minimising the use of physical restraint, which provides a practical approach to recognising and responding to student distress, as well as restoring a healthy learning environment after a challenging situation. The approach to student distress within these guidelines is defined by mātaitia, atawhaitia, and whakawhenuatia – to recognise, respond, and restore.
For more information about how terms in te reo Māori within Aramai He Tētēkura relate to this policy, see this glossary.
Aramai He Tētēkura includes the following terms in te reo Māori. This glossary describes how te reo terms within the guidelines relate to this policy.
Te reo Māori
English
ākonga
student
kaiako
teacher
tamariki
children
whānau
extended family or family group
mana
intrinsic value and potential passed down inherently through whakapapa
whakapapa
genealogical connections to people, places, and cultural values
Mātaitia | Recognise
We work with students and their parents/caregivers and whānau to recognise signs that a student is becoming overwhelmed or struggling, and find ways of responding that are helpful and appropriate to the student.
School staff are alert to signs of student distress, including:
disengaging from school activities or interactions
making noises, speaking quickly, or repeating other people’s words
St Andrew's College uses support plans for students as needed to maintain safe and inclusive learning environments that respect the mana of all students. We use support plans to describe and understand triggers for individual students that may result in them experiencing distress. We ensure any plan is appropriate to the student and their parents/caregivers and whānau.
We work with students and their parents/caregivers and whānau to:
clarify priorities for the student
agree on shared protocols (including for communication)
create a shared understanding of privacy requirements
share details of any available support.
See Aramai He Tētēkura for strategies to recognise and respond to student distress that may be included in a support plan.
A support plan may identify physical restraint as a last resort. We do not include physical restraint in a support plan unless all other possible strategies have been explored. St Andrew's College requires informed consent from parents/caregivers and whānau if physical restraint is included in a support plan. The school notifies the Ministry of Education if physical restraint is part of a support plan.
We provide comprehensive information about the details of an individual support plan to parents/caregivers and whānau so that they can make informed decisions about approving the plan.
This includes information about:
the positions and holds that would be used, if physical restraint is needed
the possible impacts of physical restraint and how these will be managed.
Even if consent is not included in the plan, teachers and authorised staff may still use physical restraint if it is required to prevent imminent harm.
Ministry of Education | Te Tāhuhu o te Mātauranga: Aramai He Tētēkura(p 46 and Appendix 5: Sample consent form)
We monitor the frequency of physical restraint with the intention to minimise and, where possible, eliminate its use.
Atawhaitia | Respond
In situations where it appears a student is overwhelmed or not coping, we maintain awareness of our own response, and take a calm approach. This may include:
using slow, clear action and communication
being mindful of body language (e.g. approaching from the side instead of the front, using appropriate eye contact)
moving other students out of the space and seeking extra support.
If the situation continues to escalate, we take appropriate steps to ensure the safety of all students and staff. This may include:
In situations of student distress, St Andrew's College teachers or authorised staff may only use physical restraint if all three of these conditions are met, and only as a last resort.
In the context of relevant legislation, significant emotional distress means harm that is caused by the intentional acts of one person that significantly affects the emotional wellbeing of another person, to such an extent that they need intensive support to cope and recover.
Ministry of Education | Te Tāhuhu o te Mātauranga: Aramai He Tētēkura(p 25)
In the context of relevant legislation, imminent harm is an immediate threat that a person will cause and/or suffer harm which jeopardises the health, safety, or wellbeing of themselves or others if protective action is not taken immediately.
Ministry of Education | Te Tāhuhu o te Mātauranga: Aramai He Tētēkura(p 25)
If the teacher or authorised staff member reasonably believes there is no other option available in the circumstances for preventing harm.
If the physical restraint is reasonable and proportionate in the circumstances. This means only applying as much force as is necessary, and for the minimum amount of time necessary.
Notifying the use of physical restraint
If a situation occurs involving physical restraint, we notify the following parties:
Staff inform the rector (or their delegate) as soon as possible in order to support students, other staff, and anyone affected by the situation.
The school notifies parents/caregivers as soon as possible after physical restraint has been used (at minimum before the student is returned to their care). Parents/Caregivers are provided with a reasonable opportunity to actively participate in a debrief about the incident, including how it was managed with regard to the guidelines, within three working days of the incident (or later by mutual agreement).
The school notifies the Ministry of Education through the online incident reporting form or our student management system. We keep a secure copy of the notification, in line with the Privacy Act 2020 and the Official Information Act 1982.
If the rector considers that the use of restraint was unjustified, they are responsible for following up with the board of governors and subsequent reporting to the Teaching Council.
The rector notifies the board of governors of physical restraint, and reports on any trends of physical restraint use at the school.
Whakawhenuatia | Restore
After a challenging incident or a situation involving physical restraint, we take restorative action to support and monitor the wellbeing of anyone affected by the situation. Following an incident, we refer to strategies within individual support plans, and support all students to re-engage with classroom activities.
As recommended by Aramai He Tētēkura, staff involved in a challenging incident take the following steps:
Inform a colleague, senior staff member, or the rector, and decide together on next steps and any support needed.
Share information with parents/caregivers and whānau, and follow up on an existing support plan or consider if one is needed.
Take time to reflect individually, debrief with other relevant staff members, and reflect as a team on any further action that is needed.
Monitoring student wellbeing
We monitor student wellbeing by watching for signs of ongoing distress, such as absences from usual activities, or changes in their interactions with other students and staff. We respond to concerns raised by other members of the school community, including students.
Monitoring staff wellbeing
We ensure that affected staff receive appropriate support. This may include debriefing, emotional support, an employee assistance programme, additional breaks, or help with workload.
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student distress, and we seek to respond in helpful and safe ways. We use proactive, mana-enhancing teaching and learning practices that support participation, belonging, and wellbeing for all students. 
