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Five-session mentoring course

Property damage and destructive behaviour

Who it's for

Consider this course for a pupil showing:

  • Damages own or others' belongings, furniture, or school property, usually during moments of high frustration
  • Destructive acts often follow a clear trigger rather than being random or planned
  • May express regret afterwards, suggesting the behaviour is impulsive rather than premeditated
  • Overlaps with physical aggression but specifically targets objects rather than people

What it works towards

  • Understand the link between strong emotion and the urge to destroy or damage
  • Recognise personal triggers and early warning signs
  • Build safe, alternative physical outlets for that energy
  • Understand and take part in repairing the impact of past incidents

The five sessions

  1. Session 1 Understanding the moment Pupil can describe, without judgement, what usually happens right before an incident of damage.
  2. Session 2 What was I feeling Pupil can link the urge to damage something to a specific feeling and body sensation.
  3. Session 3 Alternative outlets Pupil can name and try one safe physical alternative to damaging behaviour.
  4. Session 4 Making it right Pupil understands the impact of a past incident and either takes part in a restorative conversation or agrees an action that puts it right.
  5. Session 5 My prevention and response plan Pupil has a personalised prevention and response plan shared with relevant staff.

A sixth session follows, without the pupil: the mentor writes the support plan and agrees next steps.

The approach, and where it comes from

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.

Try it with a small group

Three weeks free, no card, up to three staff and ten pupils. Everything recorded during the trial carries over if you continue.

Start the free pilot

Or read the white paper, which sets out the evidence behind each of the twenty courses.

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