Restorative micro-conversation (3 questions)
Aim (what it achieves)
Repair harm and restore learning relationships quickly.
When to use
After conflict, disruption, or removal; during a break detention; after lesson.
How to use (steps)
Teacher language (examples)
“What happened?” “Who did that affect?” “What will you do next time?”
Top tips (makes it work)
Keep it factual; no courtroom; finish with a specific plan.
Common pitfalls
Turning it into a lecture; forcing emotion; doing it in front of peers.
SEND/PP considerations
Supports accountability without shame. For SEND/PP, keep language simple and allow processing time.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Restores trust and readiness after incidents.
- 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)
- Repair & Rebuild Chatting during independent work
- Repair & Rebuild Peer friction / bickering / low-level conflict
Related strategies
Restitution menu (practical repair options)
Make repair concrete so restoration isn’t just ‘say sorry’.
Connect then correct (brief repair after correction)
Prevent resentment and ‘teacher hates me’ narratives after a boundary.
Re-entry script (fresh start + first step)
Reintegrate students positively after conflict or sanction.
Relationship banking (planned positive micro-interactions)
Build trust so corrections land without escalation.
Adult repair (when we got it wrong)
Model respect and reduce ongoing conflict after a teacher misstep.
Home–school communication (partnership framing)
Reduce repeat issues by aligning adults and avoiding blame narratives.