Sessions combine cognitive behavioural techniques (recognising the anger cycle and the link between thoughts, feelings and actions) with restorative practice for repairing harm, strategies widely used in UK pupil referral units and SEMH provision. The approach reflects the DfE's Behaviour in Schools advice, which favours consistent, relationship-based responses over reactive sanctions alone, and supports the attendance and behaviour evaluation area in Ofsted's inspection framework, which expects schools to maintain a calm, safe environment with a clear approach to managing physical incidents.
Objective: Pupil can describe the physical signs their body gives before an incident, and name at least one recent trigger.
Check-in: 1. Ask 'how has your week been, one to five?' and show the mood scale card. 2. Whatever the number, ask what made it that rather than one higher or lower. 3. Do not discuss any incidents yet — this is about building rapport first. 4. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Show the aggression cycle diagram and read the five phases aloud: trigger, escalation, crisis, recovery, after. 2. Ask: 'which of those five do you notice first?' Most say crisis — by then it has already happened. 3. Explain that escalation is the only phase where anything they do still works, and it has physical signs: fists, breathing, pacing. 4. Check they have got it: 'so which phase is the one worth spotting?' If they say crisis, go back over the diagram before moving on.
Activity: 1. Show the body map and read its question aloud. Pupil ticks where they feel it. 2. Ask: 'what does it feel like in those places?' Note their words in the box below. 3. Ask: 'can you tell me about a time it got physical recently?' Walk that one round the cycle together: trigger, escalation, crisis, recovery, after. 4. Ask: 'where in that story was the escalation phase?' That is the check — if they can place it in their own incident, they have it.
Reflect: 1. Ask: 'do you know the first thing your body does when you're heading for trouble?' 2. If they know it, pupil watches for that one this week. If they do not, they look out for whatever comes first and tell you next session.
Watch for: Watch for minimisation ('I wasn't even angry') or shutdown. If the pupil cannot discuss a specific incident yet, use a hypothetical scenario instead.
Parent/carer take-home: Ask them to show you where the anger shows up in the body, in their own words. No fixing, just naming. Try it together with a recent moment of your own frustration, so it feels shared rather than a test.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.