This module shares its underlying model with Module 1 (physical aggression) and Module 3 (emotional regulation): dysregulation-linked behaviour responds to the same trigger-awareness and de-escalation approach, adapted here to focus specifically on the urge to damage rather than harm a person, plus a restorative repair element consistent with the DfE's Behaviour in Schools advice on proportionate, restorative responses alongside any necessary sanction. This also supports the calm, orderly environment expected under Ofsted's attendance and behaviour evaluation area.
Objective: Pupil can describe, without judgement, what usually happens right before an incident of damage.
Check-in: 1. Mood check first, and keep it light. 2. Say plainly that this session is not about punishing what happened. 3. A pupil braced for a telling-off will not describe the moment honestly, and the moment is what you need. 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. Explain that damage is usually impulsive, not planned — it comes at the end of a build-up. 2. Say that this makes it predictable, which means it can be interrupted. 3. Explain how you will look at it: backwards from the damage, not forwards from the start. 4. Keep asking 'and just before that?' until you reach something ordinary.
Activity: 1. Get out the incident timeline and read the example through together, top to bottom. 2. Ask: 'what did you do?' Fill that line in first. 3. Work back up the sheet, asking 'and just before that?' for each line. 4. Add roughly what time each one was, as in the example. 5. Ask: 'how long was it, start to finish?' Usually longer than they expect.
Reflect: 1. Ask: 'looking at that, where is the earliest point it could have gone differently?' 2. Pupil writes it on the last line. It is usually much earlier than they expect.
Watch for: Watch for shame or defensiveness. Many pupils already feel bad about these incidents, and the tone here should be understanding rather than a second reprimand.
Parent/carer take-home: Talk through a recent incident calmly, focusing on what happened before it, not what happened after.
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.