This module builds on core CBT-informed anger-management techniques used across UK SEMH and pastoral provision, and follows the relational, consistent, low-arousal approach set out in the DfE's Behaviour in Schools advice for headteachers and school staff, which recommends helping pupils understand and regulate their own behaviour rather than relying on sanctions alone. It is focused on frustration tolerance and verbal or relational anger rather than physical incidents specifically, and works well as a standalone course, or as a broader follow-on to Physical aggression (Module 1) for pupils whose anger shows up more in words, relationships and academic frustration than in physical outbursts. It also supports the calm, respectful conduct expected under Ofsted's attendance and behaviour evaluation area.
Objective: Pupil can name at least three different intensities of anger (for example annoyed, frustrated, furious) rather than one label.
Check-in: 1. Rapport chat, then ask for a mood number from one to five. 2. Ask: 'what would make that number one higher?' 3. Record the number — it is the week five comparison. 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 anger thermometer and read the levels from calm up to furious. 2. Ask: 'how many different words do you use for angry?' Most people use one, for all of it. 3. Explain why that matters: you can act on 'annoyed', but not on 'furious'. 4. Show the feeling word cards, and explain that each one belongs somewhere on the thermometer.
Activity: 1. Ask: 'which of these words have you actually felt?' Pupil picks the ones that apply and places each on the thermometer, coolest at the bottom. 2. Go through two or three and ask: 'when was the last time you felt that one?' 3. Point out the gap between the words they normally use and the words they have just placed.
Reflect: 1. Ask: 'which word do you reach for most?' 2. Pupil agrees to name one moment of annoyance to themselves this week, without having to do anything about it.
Watch for: Watch for pupils who can only access 'fine' or 'angry' as options, model naming smaller, milder feelings first to widen the vocabulary.
Parent/carer take-home: Notice out loud when you are mildly annoyed this week ('I'm a bit frustrated, not furious') so they see the wider vocabulary modelled at home too.
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.