Draft restrictive practices procedure withdrawn – but the work continues
Queensland Teachers' Journal, Vol 130 No 6, 5 September 2025, page no 16.
A flawed draft restrictive practices policy has been withdrawn after QTU action. The challenge now is to ensure the next version is safe, workable, and respects the expertise of teachers and school leaders.
At our recent Biennial Conference, delegates were reminded our profession relies on trust — trust in the professional expertise, judgement, and ability of teachers. That trust was tested by the Department of Education’s draft Restrictive Practices Procedure, which would have increased red tape, imposed unworkable demands, and put staff and students at risk.
While the intent to protect students’ rights and wellbeing is shared by all, the draft went far beyond its purpose. It defined necessary, everyday safety measures as “restrictive practices,” and either prohibited them or burdened them with excessive compliance requirements.
These included:
- preventing kindergarten students from using a metal slide during an electrical storm
- holding a student’s hand to stop them stepping on to a busy road
- using a medically recommended arm splint to prevent self-injury
- holding a distressed prep child at a parent’s request so the parent could leave safely
- restricting access to a science lab for a student who had attempted to harm another person with a Bunsen burner
- moving a student to land-based activities after unsafe behaviour in a pool
- keeping a student in the office after a violent incident, until collected
- using secure gates or door handles to prevent young or vulnerable students from wandering into unsafe areas.
To call these common-sense measures “restrictive practices” is unrealistic and unsafe.
It is ridiculous to impose human rights assessments, extensive paperwork, multiple student plans and post-incident reviews upon day-to-day interactions grounded in professional expertise and duty of care.
Increased risk to safety and professional judgement
In many schools — particularly special, small, and regional schools — the proposed policy requirements could not be met without compromising safety. The policy ignored the complexity of school environments and increased legal risks for principals and teachers. In high-pressure incidents, uncertainty about whether intervention was permitted could lead to hesitation, escalation, and greater harm.
The draft also proposed:
- stricter reporting and vastly increased documentation
- more prohibited actions, without clear, safe alternatives
- additional training with no funding or time allocation
- new non-delegable responsibilities for principals, increasing legal exposure
- greater potential for legal action following any breach.
Why QTU membership matters
The QTU moved quickly to respond. Through strong advocacy and coordinated member feedback, we made it clear the draft was unsafe and unworkable. As a result, the department has withdrawn it. This outcome is a clear reminder of the value of QTU membership — when a policy threatens our ability to do our jobs, we stand up for our profession and deliver results.
The department has indicated a new version will be developed. We are awaiting confirmation of how the consultation process will proceed, and will continue to insist on genuine engagement with educators.
Continuing the work
Queensland teachers are committed to supporting students with complex needs and challenging behaviours. We do so with professionalism, care, and skill — but we must be trusted, and allowed, to teach.
The withdrawal of this draft is a step forward. The next step is ensuring any new procedure reflects the realities of our classrooms and playgrounds and respects the professionalism of the people working in them.