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Reducing Ākonga Distress

Paparoa Street School is committed to the physical and emotional safety of every ākonga, as required by the Education and Training Act 2020. We recognise that kura and classroom environments can contribute to ākonga 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 ākonga.

Paparoa Street School 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 ākonga distress, as well as restoring a healthy learning environment after a challenging situation. The approach to ākonga 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.

Mātaitia | Recognise

We work with ākonga and their parents/caregivers and whānau to recognise signs that an ākonga is becoming overwhelmed or struggling, and find ways of responding that are helpful and appropriate to the ākonga.

Kaimahi kura are alert to signs of ākonga distress, including:

• disengaging from kura activities or interactions
• making noises, speaking quickly, or repeating other people’s words
• agitated physical actions (e.g. rocking, pacing, clenching fists).

Individual support plans

Paparoa Street School uses support plans for ākonga as needed to maintain safe and inclusive learning environments that respect the mana of all ākonga. We use support plans to describe and understand triggers for individual ākonga that may result in them experiencing distress. We ensure any plan is appropriate to the ākonga and their parents/caregivers and whānau.

We work with ākonga and their parents/caregivers and whānau to:

• clarify priorities for the ākonga
• 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 ākonga 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. Paparoa Street School requires informed consent from parents/caregivers and whānau if physical restraint is included in a support plan. The kura notifies the Ministry of Education if physical restraint is part of a support plan.

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 an ākonga 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 ākonga out of the space and seeking extra support.

If the situation continues to escalate, we take appropriate steps to ensure the safety of all ākonga and kaimahi. This may include:

• removing potentially dangerous items
• responding to threats using our emergency management plan
• calling the police if necessary.

In situations of ākonga distress, Paparoa Street School kaiako or authorised kaimahi may only use physical restraint if all three of these conditions are met, and only as a last resort.

1. If physical restraint is necessary to prevent imminent harm, including significant emotional distress to the ākonga or another person.

   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)

2. If the kaiako or authorised kaimahi reasonably believes there is no other option available in the circumstances for preventing harm.
3. 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:

• Kaimahi inform the tumuaki (or their delegate) as soon as possible in order to support ākonga, other kaimahi, and anyone affected by the situation.
• The kura notifies parents/caregivers as soon as possible after physical restraint has been used (at minimum before the ākonga 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 kura 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 tumuaki considers that the use of restraint was unjustified, they are responsible for following up with the poari matua and subsequent reporting to the Teaching Council.
• The tumuaki notifies the poari matua of physical restraint, and reports on any trends of physical restraint use at the kura.

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 ākonga to re-engage with classroom activities.

As recommended by Aramai He Tētēkura, kaimahi involved in a challenging incident take the following steps:

• Inform a colleague, senior kaimahi, or the tumuaki, 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 kaimahi, and reflect as a team on any further action that is needed.

Monitoring ākonga wellbeing

We monitor ākonga wellbeing by watching for signs of ongoing distress, such as absences from usual activities, or changes in their interactions with other ākonga and kaimahi. We respond to concerns raised by other members of the kura community, including ākonga.

Monitoring kaimahi wellbeing

We ensure that affected kaimahi receive appropriate support. This may include debriefing, emotional support, an employee assistance programme, additional breaks, or help with workload.

Related policies

• Behaviour Management
• Child Protection
• Ākonga Wellbeing and Safety
• Kaimahi Wellbeing and Safety

Legislation

• Education and Training Act 2020

Resources

• Ministry of Education | Te Tāhuhu o te Mātauranga:
  • Education (Physical Restraint) Rules
  • Aramai He Tētēkura: A guide to understanding distress and minimising the use of physical restraint
  • Minimising physical restraint in New Zealand schools and kura

Release history: Term 1 2023

Topic Number: 48057	Last Modified Date: 19/01/2026 13:28:35
Topic Version: 1	Published Date: 30/01/2026