Work-support redirect (remove the ‘stuck’ barrier fast)
Aim (what it achieves)
Turn ‘off-task’ into ‘on-task’ by quickly removing a learning barrier that’s driving behaviour.
When to use
When you see staring, avoidance, calling out for help, fiddling, or ‘I can’t’ signs.
How to use (steps)
Teacher language (examples)
“Start by underlining the key numbers. I’ll be back in two minutes to see your first line.”
Top tips (makes it work)
Keep support brief; the goal is independence, not a mini-tutorial.
Common pitfalls
Staying too long; rescuing; giving a full solution; making it public.
SEND/PP considerations
Highly effective for SEND/PP where task initiation and working memory are common barriers. Keep instructions chunked and concrete.
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
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Off-task / fiddling / low-level distraction
- Interrupt & Redirect Work avoidance / blank page / 'I can't'
Related strategies
Early check-in prompt (prevent avoidance turning into disruption)
Stop work avoidance early by removing the first barrier.
‘First, then’ micro-step (reduce overwhelm)
Move students into action by shrinking the demand to the first doable step.
Behavioural narration
Increase immediate compliance after instructions by narrating exactly what successful students are doing.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.