News - Positive Handling

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DfE, Managing Challenging Behaviour, Positive Behaviour Management

Identifying and supporting autistic children and young people: what the evidence says

Latest Insights on Effective Training

Explore our newest piece on improving training transfer and achieving long-term behavioural change, grounded in science, and written for professionals who need their teams to perform under pressure.

Identifying and supporting autistic children and young people: what the evidence says

Supporting stammering, speech and language in the early years: what the evidence says

Behavioural and social communication interventions for SEMH and autism: what the evidence says

Cross-cutting themes in supporting SEND: what the evidence says

Identifying and supporting sensory and physical needs: what the evidence says

What the 2010 DCSF use of force guidance said — advice for schools

Identifying and supporting speech, language and communication needs: what the evidence says

What the 2002 restrictive physical interventions guidance said — advice for schools

Identifying and supporting cognition and learning needs: what the evidence says

What the EHRC restraint in schools inquiry said — advice for schools

Identifying and supporting SEMH needs in schools: what the evidence says

What the Ofsted positive environments guidance said — advice for schools

What the 2019 restraint reduction guidance said — advice for schools

What the DfE reasonable force guidance said — advice for schools

Knife & Edged Weapon Awareness for School Staff

Evidence-Ready Incident Records: Why They Matter in Schools

Care and Control Training: What It Involves and How It Has Evolved

Restraint Reduction Training for Schools — Reduce Physical Interventions | Positive Handling

Staff Wellbeing After Restrictive Interventions — What Schools Overlook | Positive Handling

DfE Guidance on Restrictive Interventions — What the 2026 Updates Mean | Positive Handling

Positive Handling Techniques for Schools — A Practical Guide | Positive Handling

Positive Handling Techniques for Schools — A Practical Guide | Positive Handling

An inclusion base should be an intervention, not a destination

Schools being too strict?

What UAE schools told us after a week of Positive Handling training

Disproportionality in restrictive interventions: what schools should look for in the data

Searching for prohibited items: where reasonable force fits and where it does not

Staff wellbeing after restrictive interventions: the missing safety control

MAT-wide consistency: why trusts need one standard for restrictive interventions

Behaviour support plans after restraint: the review schools cannot skip

Training Insights in Action

Get quick insights, expert breakdowns, and real-world applications — all designed to help you make informed training decisions and improve outcomes in your organisation.

How to Design Training That Transfers

Watch how small design tweaks can significantly improve retention, engagement, and application in

How to Design Training That Transfers

Watch how small design tweaks can significantly improve retention, engagement, and application in

How to Design Training That Transfers

Watch how small design tweaks can significantly improve retention, engagement, and application in

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