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Route map: Rights and restraint

This route map was last updated in December 2025 with all information that is known about work underway and still required. It is not yet fully populated and work continues to identify what still needs to happen. Route maps are shared planning tools to support delivery of the promise and as progress is made and the rest of the route becomes clearer, this route map will continue to be updated. 

Where is Scotland now?

Children’s rights underpin all work to keep the promise, shaping how change is designed and experienced. The Rights route map focuses on incorporating and implementing the UNCRC, while strengthening other route maps by making rights duties explicit, clarifying responsibilities and accountability. Strong progress has been made, with growing awareness of the UNCRC and increasing rights-based resources. The next phase requires spreading good practice more consistently, supported by dedicated resourcing, training and embedding rights in professional standards. Success depends on frontline capacity, clear responsibility for resources, and meaningful collaboration with key sectors, including residential childcare.

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Rights and restraint

Where does Scotland need to be by 2030?

All of the promise's calls to action have been grouped into delivery-focused outcomes that make clear what Scotland must deliver to keep the promise. The route map then identifies who must take responsibility for action by when for each outcome. This means the outcomes are fully aligned to what children, young people, and care experienced adults said must happen and the actions required are in a format that supports delivery, accountability, and monitoring. 

The outcomes in Rights and Restraint are: 

  • Scotland fully upholds children and young people’s human rights. Every child, young person, and carer understands and can access their rights, which are taught, modelled and embedded across all settings. If children are moved from their families, their rights will be upheld as a minimum standard for their care.
  • Rights are upheld through relational practice rather than bureaucracy. Definitions of care experience and entitlements are inclusive and enduring, and systems address social and economic barriers that prevent nurturing care.
  • Scotland upholds children’s right to safety, dignity and relational support in all settings. Scotland is a nation that does not restrain its children unless in exceptional circumstances, and when it is unavoidable it is co-regulated, trauma-informed, lawful, recorded and used only to keep a child safe. The workforce are nurtured and supported, recognising their needs in this. Consistent definitions, safeguards and leadership cultures grounded in care and rights ensure restraint and seclusion is continuously reduced and monitored across all settings.
Where does Scotland need to be by 2030?

The route map to get there

Children’s rights run through all work to keep the promise, shaping how change is designed, delivered and experienced by children and families. The Rights route map (within Plan 24–30) focuses specifically on the incorporation and implementation of the United Nations Convention on the Rights of the Child, and how this is being embedded in practice. Alongside this, work is underway to strengthen every other route map by making the relevant children’s rights language and duties explicit so each route map is clear about which rights apply, who is responsible, and what delivering on those duties looks like in practice. This matters because incorporation helps turn rights from principle into everyday reality, supporting consistent decision-making, clearer accountability and effective routes to remedy when rights are not upheld.

Under the United Nations Convention on the Rights of the Child Act (UNCRC), Scottish Ministers have a duty to set out in a Children’s Rights Scheme arrangements that they have made, or propose to make, to ensure that they comply with the section 6 compatibility duty under the Act and to secure better or further effect of the rights of children. The Scottish Government laid the first Scheme before the Scottish Parliament on 20 November 2025, World Children’s Day. The Act requires Scottish Ministers to report on the Scheme annually, including actions taken in the previous reporting period and plans for taking forward children’s rights in the reporting period ahead.

"Children’s rights: what they are and how we help” published by the UN Office of the High Commissioner for Human Rights explains children’s rights under international law and how the UN works to promote and protect them worldwide.

Strong progress is being made to protect children’s rights in Scotland, with rising understanding of the United Nations Convention on the Rights of the Child among children and professionals, and a growing suite of resources that support the workforce to take a Children's Human rights approach. Looking ahead, there is a real opportunity to build on this momentum by learning from local and sector-led good practice where rights-respecting ways of working are already being embedded, and by spreading what works more consistently across services. To achieve that consistency, dedicated resourcing is needed for implementation support, training and ongoing development—alongside making children’s rights learning a core expectation by embedding it within professional standards and qualifications across sectors.

The Improvement Service is supporting Scottish local authorities to embed children’s rights practice by convening a peer support network, providing tailored guidance and the Getting Ready for the UNCRC resource, sharing tools through its Knowledge Hub, and running events and webinars—while offering direct support to local leads through advice, connections and participation in local working groups.

NHS Education for Scotland is supporting the NHS Scotland workforce as United Nations Convention on the Rights of the Child incorporation progresses by providing and promoting learning (including awareness materials and e-learning via Turas), sharing guidance and practical resources, and working with NHS boards to embed children’s rights principles into policies, services and everyday decision-making—while encouraging participation and consistent rights-based practice across teams and professional networks.

Education Scotland launched the Youth Voice Toolkit which supports schools, communities and local authorities to embed meaningful youth participation by providing implementation guidance, a practical resource pack, and supporting materials that help practitioners run inclusive, non-tokenistic consultation, turn what young people say into action, and build shared practice across settings.

Together’s Children’s Rights Skills and Knowledge Framework (and accompanying Training Plan) is supporting Scotland’s public authority workforce to embed a children’s human rights approach by setting out the skills and knowledge people need at different levels, and providing a practical training blueprint for workforce leads and trainers to plan, design, deliver and evaluate inclusive children’s-rights learning that can be built into day-to-day practice.

Our Hearings Our Voice (OHOV) launched the “Seeing beyond the surface” guide is an interactive, youth-led resource for adults and professionals who work with care-experienced children and young people (including within the Children’s Hearings System), and it aims to help them better understand what matters to care-experienced children—using young people’s own words and creative contributions—to improve day-to-day practice, relationships and decision-making.

Scottish Social Services Council (SSSC) published the Supporting Scotland’s Children: Core Knowledge and Values is a free online learning resource that sets out the baseline knowledge and values expected across Scotland’s children’s workforce. It is aimed at anyone working with babies, children, young people and families across services, and it supports children’s rights implementation by making rights-respecting practice a shared foundation, helping staff apply children’s rights consistently in everyday interactions, assessment, planning and decisions.

Scottish Government will work with partners to see whether the current legal limits on the Scottish Parliament can be eased, so that human rights protections can be strengthened in devolved areas.

Scottish Government will also take part in an independent workshop with the Scottish and UK Governments (and others) on how devolved law-making operates, and will continue discussions about the practical impact of the Supreme Court judgment.

Scottish Government will explore with the UK Government whether there might be a more straightforward and effective route to extending protection for children’s rights in Scotland, which would mean that re-enacting legislation as Acts of the Scottish Parliament may not be necessary.

The Scottish Government will progress engagement to explore the removal of any legislative restrictions that currently limit the Scottish Parliament's ability to enhance human rights protections across all areas devolved to Scotland. If, by November 2026, the Scottish Government considers that progress in finding a more straightforward and effective route to extending protection for children’s rights has not yet been sufficient, it will also commission a review of provisions in UK Acts in devolved areas to identify any key provisions that interact with children’s rights to such an extent that it may be worth re-enacting them in Acts of the Scottish Parliament to bring them into scope of the compatibility duty. The purpose of the review would be to make available a list of provisions to support consideration of re-enacting them when the content of relevant Bills in future legislative programmes is being decided.  

First Children’s Rights Scheme annual progress report – November 2026 (Scottish Government): Reports annually to the Scottish Parliament on implementation of the UNCRC compatibility duty, helping ensure children’s rights – including the right to an adequate standard of living – drive decisions that impact child poverty.

Children’s Parliament, in partnership with The Promise Scotland, will publish a short series of three children’s rights resources to support leaders, managers, and senior practitioners in adopting a children’s human rights approach to involving younger care experienced children in service design. the resources aim to support care experienced children and young people to claim their rights as well as supporting the workforce to fulfill their obligations to children and young people.     

Public authorities’ first UNCRC compatibility reports – as soon as practicable after 31 March 2026 (Public authorities listed in UNCRC Act, coordinated by Scottish Government): Requires key public bodies to report on actions taken to realise children’s rights, supporting more consistent, rights-based decisions on services and support that affect child and family poverty.

A short-life working group has been established by the Scottish Government to develop a child-friendly, rights-based charter for all children in residential care in Scotland. The work is underway, with publication expected in late 2026, though this timeline may change due to the election. 

The Scottish Government will provide an update on progress in addressing all of the Concluding Observations for the UN Committee on the Rights of the Child that are relevant to Scotland in 2026. Future work must build on existing frameworks and tools to further equip the workforce with the depth of understanding needed to protect the rights of children and young people. Ensure adequate and sustained resources (financial, staffing, and infrastructure) are allocated nationally and locally to embed children’s rights in practice.

Training must go beyond awareness, offering depth of understanding on: 

  • How children can actively claim their rights
  • The specific obligations of different professional roles

Identify opportunities to embed children’s rights training into professional standards and qualifications, making it a core requirement rather than optional.

Capture and disseminate learning and good practice at local and sector level, using existing planning and improvement routes such as corporate parenting planning and children's service planning partnerships. 

Ensure dedicated, multi-year resourcing for United Nations Convention on the Rights of the Child implementation across Scotland so public bodies can move from commitment to consistent delivery: funding local implementation leads, participation support for children and young people and monitoring/learning capacity. 

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

Who needs to work on this:

Scottish Government, Children's Parliament, The Promise Scotland, SSSC, local authorities, COSLA

Other route maps this links to:

Legislation; Advocacy and Legal Advice

To see which calls to action from the promise sit under this outcome, click here.

The Children (Care, Care Experience and Services Planning) (Scotland) Bill was introduced to the Scottish Parliament in June 2025, the Bill sets out requirements for Scottish Ministers to produce statutory guidance to improve how public bodies understand care experience and promote non-stigmatising language and good practice. Public authorities (and relevant contractors) must have regard to this guidance when carrying out their functions.

The Scottish Public Service Ombudsman has created child friendly complaints guidance. This will help organisations implement the Model Complaints Handling Procedure in a way that upholds children’s rights under the UNCRC.

Subject to Parliamentary scrutiny and passage the Children (Care, Care Experience and Services Planning) (Scotland) Bill will require Scottish Ministers to issue statutory guidance to improve how public authorities and others delivering public functions understand care experience and care-experienced people’s experiences, including promoting non-stigmatising language and best practice. 

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

There are no milestones identified for this year yet. Once progress is made in earlier years, the work required in this year will be clearer and milestones will be added here.

Who needs to work on this:

Scottish Government, COSLA, Corporate Parents, Third Sector, Health Boards, Education 

Other route maps this links to:

Legislation; Poverty, Money and Commissioning; Rules, Processes and Culture; Governance; Relationships; Education; Workforce Support 

To see which calls to action from the promise sit under this outcome, click here.

SPRAG and the Care Inspectorate have been collaboratively developing and implementing related definitions since 2020, to bring consistency in operational, reporting and recording processes.

Scrutiny bodies and inspectorates across sectors (Care Inspectorate, Health Improvement Scotland, Mental Welfare Commission, His Majesty's Inspectorate of Education, His Majesty's Inspectorate of Constabulary in Scotland) have identified restraint and restrictive practices as priority scrutiny areas through recent inspection findings and national reports.

The Care Inspectorate published an updated Restrictive Practices Self-Evaluation Tool (Nov 2024) and a 2024 Statistical Bulletin on Restrictive Practice, setting clear expectations for consistent definitions, improved data collection and public transparency on restraint across residential, school-care and secure settings.

Daniel Johnson MSP’s Restraint and Seclusion in Schools Bill has begun its legislative journey (subject to Parliamentary approval), creating an opportunity to embed clear statutory duties on minimum intervention, definitions, and strengthened protections in education as part of a wider alignment.

The Children (Care, Care Experience and Services Planning) (Scotland) Bill has been laid.

The Mental Welfare Commission for Scotland (MWC) and Healthcare Improvement Scotland (HIS) are reviewing the Mental Welfare Statutory Code in response to evidence of inconsistent policies and rights-based failings in children’s mental health settings, including findings from the Melville Unit.

The Scottish Government has committed to revising the statutory code of practice under the Mental Health (Care and Treatment) (Scotland) Act 2003 to include additional guidance around the use of restraint and other restrictive practices. The new code will include guidance on the use of restrictive practices against children and young people who need inpatient care, aligned with UNCRC requirements.

The Welsh Government’s Reducing Restrictive Practices Framework sets out a national definition, a prevention-first approach and expectations for consistent recording and reporting across education, health and social care, representing learning for Scotland.
Scotland has committed to ensuring that restraint-related workforce training is trauma-informed and rights-based.

CELCIS, funded by the Promise Partnership, has been developing reflective work cultures and workers' reflective capacity, with published research outputs.

November 2024: Publication of 'Included, engaged and involved part 3: A relationships and rights-based approach to physical intervention in schools’.

The Scottish Government designated the Mental Welfare Commission to undertake national monitoring and reporting on the use of restrictive practices in inpatient mental health units. NHS Boards were notified of this on 30th October 2025.

December 2025: CELCIS and the University of Strathclyde began the “Holding Differently – Containing Distress” project, in collaboration with Scottish Government. Over the course of the next 30 months this project aims to give a clearer picture of restraint-related practice across residential childcare in Scotland. One aim of the project is to better understand what is currently happening in relation to efforts to reduce physical restraint across Scottish residential child care and recommend next steps.

The Promise Scotland will work with partners, including the Scottish Physical Restraint Action Group (SPRAG) to refine and develop this route map, taking into account the detailed feedback it received in December.

Education

Expected passage of the Restraint and Seclusion in Schools (Scotland) Bill (subject to parliamentary approval). If passed, the provisions will apply to publicly funded primary schools, secondary schools and Additional Support Needs (ASN) schools, including grant-aided and independent schools and will introduce:

  • a requirement for Scottish Ministers to issue statutory guidance on the appropriate use of seclusion and restraint;
  • a duty on schools to inform parents of the use of restraint or seclusion as soon as possible;
  • a duty on education providers, including education authorities, to record all incidents of restraint or seclusion in their schools;
  • a duty on the Scottish Government to publish a report and lay it before Parliament on an annual basis, detailing the number of incidents of restraint or seclusion in schools in Scotland; and
  • a requirement for the Scottish Government to maintain a list of training providers on the use of seclusion and restraint that meet standards (to be set by the Scottish Government), and to publish the list.

Physical intervention in schools’ guidance ('Included, engaged and involved part 3: A relationships and rights-based approach to physical intervention in schools’) reviewed and republished, giving cognisance to education settings which are connected to care settings, and using definitions which are consistent across education and care settings.

Mental Health

The Scottish Government will revise the statutory code of practice under the Mental Health (Care and Treatment) (Scotland) Act 2003 to include additional guidance around the use of restraint and other restrictive practices. The new code will include guidance on the use of restrictive practices against children and young people who need inpatient care, aligned with United Nations Convention on the Rights of the Child requirements.

This will also include a requirement for all boards to hold local policies and set minimum expectations for the recording of the use of restrictive practices.

In addition, the Mental Welfare Commission for Scotland will undertake national monitoring and reporting on the use of restrictive practices in inpatient mental health units. The Commission will work with Boards to improve and standardise the collection of data relating to the use of restrictive practices with a view to gathering this data nationally.

The new monitoring and reporting approach will inform and be aligned with the revisal to the Code of Practice. The Commission have indicated that the first phase of the new system will be complete before the end of the financial year in April 2026.

The Code of Practice should be revised before the end of October 2026.

Care

The ‘Holding Differently – Containing Distress’ project, being led by CELCIS, University of Strathclyde in collaboration with Scottish Government, will continue.

The Promise Scotland will share legal advice it has commissioned on the legislative environment around ‘restraint’ in care settings, including what changes may need to be made in statute to ensure that there is a strong statutory framework in place across all settings in line with joint campaigning on this issue.

All settings

The Care Inspectorate, His Majesty's Inspectorate of Education and the Mental Welfare Commission, in conjunction with Scottish Physical Restraint Action Group (SPRAG), will review and agree revised definitions which are consistent across mental health, education and care settings – revised definitions will then be communicated to the mental welfare, education and care sector and implemented across all the Mental Welfare Commission, His Majesty's Inspectorate of Education and the Care Inspectorate’s work. In line with this, and the Scottish Government's broader work on the 'language of care', COSLA, Education Scotland, the Care Inspectorate and other partners will work collaboratively to discuss the importance of language when referring to 'restraint' and 'seclusion', considering the development of a practice guide or additions to existing guidance for members of the workforce, children and families.

The Scottish Government will consider working with Scottish Physical Restraint Action Group (SPRAG) and the Physical Intervention Working Group to ensure clear oversight, alignment and sequencing of the changes across mental health, education and care settings.

Discussions will take place about the shape of a national monitoring and reporting mechanism/ National Register with the aim of ensuring that a body is created for national monitoring of restraint and restrictive practices (or powers are transferred to an existing body), with the aim of ensuring systematic national monitoring of restraint and seclusion, with minimum data fields and shared templates. Clarity will be reached over which body/ies are responsible for receipt of external reporting and oversight of restraint across care, education, and mental health settings and whether legislation is required to take this forward.

The Care Inspectorate, the Mental Welfare Commission and His Majesty's Inspectorate of Education and other relevant partners, will work together, supported by the Scottish Government, to agree a shared definition for ‘restraint’ and ‘seclusion’. This includes incorporating the Care Inspectorate’s self-evaluation tool findings into the work relating to a national definition and aligning of safeguards.

The Scottish Government will consider whether Stage 2 of the Children (Care, Care Experience and Services Planning) (Scotland) Bill could be an opportunity to consider further legislation to close any remaining gaps in the statutory framework around restraint and seclusion.

The Promise Scotland will update the ‘restraint’ route map in Plan 24-30 once agreement is reached around the statutory framework and any changes to the Children (Care, Care Experience and Services Planning) (Scotland) Bill are clear.

 

Clarity will be reached on external reporting and oversight of restraint for independent schools, taking account of school care accommodation services and secure accommodation services within this. The Scottish Government, working with partners and stakeholders will also consider:

  • Mapping alignment opportunities with the Care Inspectorate’s Statistical Bulletin dataset and review Reducing Restrictive Practices Framework (RRPF) learning from Wales for transferable components.
  • Mapping of inspection requirements across the Care Inspectorate, His Majesty's Inspectorate of Education, Healthcare Improvement Scotland/Mental Welfare Commission and His Majesty's Inspectorate of Constabulary in Scotland will begin to identify opportunities for a cross-regulator scrutiny standard.
  • Aligning requirements for a national crisis response and de-escalation framework with co-regulation and a post- incident review model.
  • Beginning rollout of national trauma-informed, rights-based workforce training delivered exclusively by approved not-for-profit providers, with clear national approval criteria and oversight.
  • Mapping current workforce wellbeing and emotional support systems across sectors to inform a national standard and agree ways to better support the workforce—which includes minimum reflective supervision requirements and a national workforce wellbeing and emotional support framework.
  • Implementing the changes set out in the PEOPLE route maps to ensure that there are enough skilled and supported members of the workforce able to work differently alongside children, including those with experience of neurodiversity and additional support needs.
  • Establishing expectations for advocacy access following restraint or seclusion to ensure children supported to understand how to challenge unsafe practice
  • Developing an accessible feedback and complaints processes in place for children and families (consider Reducing Restrictive Practices Framework Wales for learning) in line with the United Nations Convention on the Rights of the Child Act. Child-friendly complaints and redress pathways co-designed with children and families.

Education

The Scottish Government is expected to begin to publishing data on an annual basis on the use of restraint in schools.

Care

Confirm Mental Welfare Code revisions embed rights-based guidance and mandatory reporting and are enacted.

The ‘Holding Differently – Containing Distress’ project, being led by CELCIS, University of Strathclyde in collaboration with Scottish Government, will continue.

As the project continues, the Scottish Government will consider the ongoing findings of this project and whether an update is needed to the ‘Holding Safely’ Guidance for residential care practitioners and managers.

All settings

Subject to outcome of previous discussions on joint definitions and frameworks, a shared framework will be published on the use of restrictive practices with consistent definitions, practice expectations, and external reporting and oversight across care, education, and mental health settings for young people in Scotland.

The 'rights' route map will be updated to reflect any potential legislative changes.

Ensure inclusive definitions of care experience are reflected in policies and legislation relating to restraint and seclusion following the development of guidance around the definition of care experience (subject to the passage of the Children, Care, Care Experience and Services Planning (Scotland) Bill.

Implement an accessible complaints processes in place for children and families (consider Reducing Restrictive Practices Framework in Wales for learning) in line with the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024.

All stakeholders and partners will consider the following steps:

  • Developing and implementing a national crisis response and de-escalation framework aligned with co-regulation and a post- incident review model (child participation, trauma impact, family involvement, reflective learning) and embed across all settings.
  • Continued development and scoping of national monitoring mechanism/ National Register, including co-design minimum dataset, definitions mapping and templates; and develop first-phase Register infrastructure.
  • Developing and implementing a national workforce wellbeing and emotional support systems standard and agree ways to better support the workforce—which includes minimum reflective individual and group supervision requirements and a national workforce wellbeing and emotional support framework.
  • Ensuring continued alignment across all guidance including nationally agreed preventative environment standards.
  • Embedding advocacy access requirements into statutory reporting and post-incident review templates.
  • Developing draft cross-regulatory scrutiny indicators for restraint and restrictive practices and shared cross- sector minimum protection standards.
  • Ensuring all sectors are transitioning to training delivered solely by approved not-for-profit providers, with quality assurance and national oversight in place. National training delivered across education, residential, secure, mental welfare and justice settings.
  • National complaints and feedback mechanism on children’s experiences operational.

All stakeholders and partners will consider the following steps:

  • Revised restraint guidance will be developed with a clear set of definitions and practice expectations on the use of restraint across all care, education, and mental health settings for young people in Scotland.
  • Reaching clarity on external reporting and oversight of restrictive practices across care, education, mental health and hospital settings for young people in Scotland, including the body/ies that these will be reported to.
  • Full statutory alignment across the Restraint and Seclusion in Schools (Scotland) Bill (subject to parliamentary approval), the Children (Care, Care Experience and Services Planning) (Scotland) Bill (subject to parliamentary approval) and Mental Welfare Code achieved;
  • National reporting mechanism/ Register fully operational with consistent national reporting.
  • Strengthened leadership development in trauma-informed, relational practice.
  • First year review of national crisis response and de-escalation framework and post incident review model.

His Majesty's Inspectorate of Education, Mental Welfare Commission/ Health Improvement Scotland begins annual publication of data, aligned with national definitions and national reporting duties.

The CELCIS and the University of Strathclyde's “Holding Differently – Containing Distress” project, in collaboration with Scottish Government is likely to conclude, giving a clearer picture of restraint-related practice across residential childcare in Scotland and building an evidence base of residential childcare efforts to reduce restraint and support the workforce providing essential evidence to inform Scotland’s prevention and practice reform. The Scottish Government will enable the development of tools and/or training to support Scotland’s residential child care workforce, including consideration and review of the Holding Safely Guidance, based on and following the outcomes and publication of the CELCIS and University of Strathclyde Holding Differently Containing Distress research and knowledge mobilisation project.

Depending on the progression and agreement of the programme of work outlined in 2026-2028:

  • First year of implementation of restrictive practice definitions reviewed with a continued commitment to ensuring a consistent set of definitions across care, education, and mental health settings for young people in Scotland.
  • Aligned inspection programme operational across Care Inspectorate, Healthcare Improvement Scotland/ Mental Welfare Commission and His Majesty's Inspectorate of Education.
  • National reporting mechanism/ Register used to identify inequalities, disproportionality and emerging risks.
  • National improvement cycle embedded using Register insights; Peer-learning network established.
  • Restraint Reduction Practice Leads in place in every local authority.
  • Establish national relational practice learning network to support cross-sector learning.

Data begins to be published on an annual basis on the use of restrictive practices across care, education, and mental health settings for young people in Scotland.

Who needs to work on this:

Scottish Government, Care Inspectorate (CI), Education Scotland / His Majesty's Inspectorate of Education (HMIe),  Mental Welfare Commission (MWC), Healthcare Improvement Scotland (HIS),
NHS Boards,
Police Scotland & His Majesty's Inspectorate of Constabulary in Scotland (HMICS), Children and Young People's Commissioner Scotland (CYPCS), 
CELCIS & Scottish Physical Restraint Action Group (SPRAG)
The Promise Scotland (+ regional networks)

Other route maps this links to:

Justice; Health; Scrutiny and Inspection; Workforce Support, Governance; Relationships; Legislation; Advocacy and Legal Advice 

To see which calls to action from the promise sit under this outcome, click here.

What matters to children, families, and care experienced adults

My rights are being upheld. 

I am supported to understand what my rights and entitlements are. 

My rights are being remembered and prioritised in Scotland's laws.

I am nurtured and supported to explore and develop my identity and people who support me think about what my identity could mean for the help I might need at different times and places in my life. 

I have got all the information I want about the things that impact me, I understand it, and I have chances to ask any questions and have them answered. 

If information about me is shared, it’s done sensitively, with respect and care for my feelings, for reasons I understand and have been explained to me. 

l will never be physically restrained unless there is no other way to keep me safe.

If physical restraint is used on me, I will be given proper, caring support afterwards, by someone I trust, to deal with the impacts the experience has on me. 

Find out more about what matters here

Foundations