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. [ABSTRACT FROM AUTHOR]

中文翻译：

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限制性身体干预和教师专业精神：讨论

本文研究了在小学，社会，情感和心理健康（SEMH）特殊需求范围内的学生中使用限制性体育干预（RPI）与教师专业水平的关系。对话是从这种学校的校长的角度写的。这是对以下建议的个人反应：教师有时不愿将自己标识为专业人士，并研究了RPI将其视为护理人员而非教育人员的程度。讨论解决了一个问题：在SEMH特殊需求学校中RPI的使用在多大程度上构成了教师专业性的一个方面，这种形式是什么？这项工作的结尾提出以下建议：使用RPI超越有关专业性的任何辩论，SEMH领域的工作人员需要将注意力集中在确保以符合学生需求的方式进行这些行为。[作者的摘要]