The Equalities and Human Rights Commission (EHRC) will examine how schools in England and Wales are collecting information, to assess whether it is being used to “improve how they use restraint”, as part of the six-month review.
Schools currently have no legal duty to record incidents of restraint, the EHRC said, despite “specific safeguards in place in the youth justice system and mental health units”.
Campaigners have previously called for a review on the use of restraint in schools and its impact on children and young people.
A recent report by the Centre for Mental Health shows that school punishments, including restraint, could have detrimental effects on the mental health of vulnerable children.
In 2017, 88 per cent of families of children with learning disabilities and challenging behaviour, surveyed by Positive & Active Behaviour Support Scotland and the Challenging Behaviour Foundation, said their child had experienced restraint.
Some 58 per cent said their children had suffered injuries as a result.
Last year, the Department for Education published new guidelines for staff supporting children with learning disabilities, autistic spectrum conditions and mental health issues who are at risk of restrictive intervention.
It calls on professionals to ensure the use of restraint, reasons for it and consequences of its use, are documented, monitored, open and transparent.
It adds that "restrictive intervention should only be used when absolutely necessary”.
David Isaac, chair of the EHRC, said: “Being restrained in any way, shape or form is always traumatic. But the use of these techniques on children comes with additional risks and undermines learning in school.
“Our schools must be safe places for all children and restraint should only be used as a last resort for the safety of any child and those around them.
“It is essential that we find out whether appropriate action is being taken to understand how restraint is being used so that all children are protected, treated with dignity and able to reach their full potential through education.”
