Least invasive intervention ladder
Aim (what it achieves)
Match the smallest effective response to the behaviour.
When to use
Early low-level behaviours before formal warnings feel necessary.
How to use (steps)
Teacher language (examples)
“Tracking.” → “Start Q1.” → “This needs to stop now.”
Top tips (makes it work)
Start low; stay calm; move up only if needed.
Common pitfalls
Jumping straight to formal steps; public confrontation; emotional tone.
SEND/PP considerations
Reduces escalation for shame-sensitive students; promotes fairness and consistency.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Uses low-arousal redirection to protect dignity.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Low-level defiance / arguing / 'No' (mild)
Related strategies
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
Private ‘micro-conference’ (30–60 seconds, then back to teaching)
Solve the immediate issue quickly and reset the student without disrupting the lesson.
Tactical ignoring
Reduce attention-seeking disruption by withholding attention from minor performance behaviour and reinforcing positive re-engagement.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.