This module leans on relational and restorative approaches, evidence reviewed by the EEF found that strong, trusting relationships between staff and pupils are one of the most consistent predictors of improved behaviour, more so than sanctions alone. This mirrors the DfE's Behaviour in Schools advice, which sets out that consistent routines and modelled respect from staff, not sanctions in isolation, are what sustain improved conduct, and supports the standard expected under Ofsted's attendance and behaviour evaluation area.
Objective: Pupil can describe, in general terms, a personal experience of adults and authority.
Check-in: 1. This module only works if they trust you, so spend real time here. 2. Ask about something outside school and follow it properly, do not just wait for your turn. 3. Say what this course is and is not: not a punishment, not a report to anyone. 4. Do not mention any specific incident today. 5. 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. Ask: 'what does respect mean to you?' Write down their words, not yours. 2. Ask: 'is respect something you give, or something you earn?' Either answer is fine. 3. Ask: 'which adults do you listen to, and what do they do differently?' 4. That last answer is the most useful thing in the session. Keep it.
Activity: 1. Get out the trusted-adult discussion prompts. 2. Ask: 'is there an adult anywhere — school or not — who you actually get on with?' 3. Ask: 'what do they do that's different?' Use the discussion prompts if it stalls. 4. Note their words in the box below — that list is what they need from staff. 5. If they cannot name anyone, ask what an adult would have to do to earn it.
Reflect: 1. Ask: 'what's one thing an adult could do that would make you more likely to listen?' 2. Check it is something a teacher could actually do.
Watch for: Past negative experiences with authority figures, including outside school, often explain current patterns, listen for this without probing inappropriately, and escalate any safeguarding concerns per school policy.
Parent/carer take-home: Ask about an adult, in or out of school, they trust, and what makes that relationship feel good.
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.