Restrictive physical interventions and teacher professionalism: a discussion

Abstract

This article examines how the use of restrictive physical interventions (RPIs) for pupils within a social, emotional and mental health (SEMH) special needs primary school relate to teacher professionalism. The dialogue is written from the perspective of the headteacher of such a school. It is a personal response to the suggestion that teachers are sometimes reluctant to identify themselves as professionals, and examines the extent to which RPIs cast them as carers rather than educators. The discussion addresses the question: To what extent does the use of RPIs in a SEMH special needs school constitute an aspect of teacher professionalism, and what shape does this take? The work concludes with the suggestion that the use of RPIs transcends any debate about professionalism, and that those working in the SEMH field need to focus their attention on ensuring these acts are conducted in a manner that meets the needs of the pupils.

Internal Motivation and Attitude in Implementation of Inclusive Education Program between General Education and PPKI Teachers

“…However, according to Hatswell (2017), power and freedom are the most important requirements for increasing an individual's motivation. Most theorists also place the need for independence as the main pillar of teacher professionalism (Willis, 2018). This may be due to the researcher's opinion that when a teacher is not bound in implementing collaboration, it makes their work more flexible and can be adjusted according to comfort.…”