A: No. In this situation, the school should be classifying this removal as seclusion (a safety measure), and not isolation (a punishment or penalty).

Schools have a range of tools available to them to support pupils and maintain discipline or safety. All of these tools need to be used in compliance with legal duties, including the Equality Act 2010.

Some of these tools are sanctions (punishments), which are used in response to breaches of school behaviour policies for example. This can include isolation, suspension and permanent exclusion.  Others are safety measures, such as seclusion.

Guidance for schools on the use of isolation explains that isolation (which it calls removal) may be used as a response to serious misbehaviour (page 23). It is where a pupil, for serious disciplinary reasons, is required to spend a limited time out of the classroom at the instruction of a member of staff.

Seclusion is different. It is a safety measure where a pupil is separated from others (except from staff) and either their exit is obstructed/prevented or they believe they will be punished if they leave the place. It is used when they are experiencing high levels of emotional or behavioural dysregulation, and acting without intent.

The guidance on isolation says staff should ensure that pupils are never locked in the room of their removal. There may be exceptional situations in which it is necessary to physically prevent a pupil from leaving a room in order to protect the safety of pupils and staff from immediate risk, but “this would be a safety measure and not a disciplinary sanction” (page 24 of the guidance on the use of isolation).

Guidance on the use of safety measures, called Restrictive interventions, including use of reasonable force, in schools (effective from 1 April 2026), recognises that that when a pupil is experiencing high levels of emotional or behavioural dysregulation:

  • they may be confined to a place away from others and prevented from leaving
  • this approach should only be used as a safety measure to protect others from harm, and
  • the pupil is not acting with intent.

Seclusion, as defined in the guidance, is not a disciplinary response to deliberate or wilful misbehaviour (page 8 of the restrictive interventions guidance).

Here is a quick summary of the difference between isolation and seclusion:

Isolation

Seclusion

Staff instructs a pupil to spend a limited time out of the classroom.

Pupil is separated from others (except from staff) and either they cannot leave the place or they believe they will be punished if they leave.

Used in response to deliberate or wilful behaviour.

Used when a pupil is experiencing high levels of emotional or behavioural dysregulation and others need to be kept safe.

The focus is to enable the pupil to continue with their learning. 

The focus is to enable the pupil to regulate their emotions.

The behaviour policy should explain the principles the school uses to decide the length of time isolation may last for.

As soon as the immediate risk of harm has reduced, the pupil should be allowed to leave.

The school should inform parents on the same day if isolation is used.

The school must follow the recording and reporting rules if seclusion is used.

Repeated use of isolation may mean the pupil is at risk of more serious sanctions, such as suspension or permanent exclusion.

Repeated use of seclusion should not place a pupil at risk of disciplinary sanctions.

We have more information on isolation and seclusion on our website, and you can get in contact if you need more support.