Collaborative problem solving (Plan B meeting)
Aim (what it achieves)
Solve recurring problems by identifying triggers and lagging skills.
When to use
When the same issue repeats despite consistent classroom responses.
How to use (steps)
Teacher language (examples)
“I’ve noticed… what’s up?” “My concern is…” “How can we solve it together?”
Top tips (makes it work)
Keep it practical; focus on one problem at a time; set a review date.
Common pitfalls
Turning it into a telling-off; trying to solve 5 issues at once; no follow-up.
SEND/PP considerations
Useful for SEND/PP where behaviour reflects unmet needs or skill gaps; reduces repeat sanctions.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Restores trust and readiness after incidents.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Sources
- Ross Greene CPS overview: https://www.livesinthebalance.org/ (external reference)
Used in
Common Behaviour Issues (Behaviour Hub)
- Repair & Rebuild Work avoidance / blank page / 'I can't'
Related strategies
Connect then correct (brief repair after correction)
Prevent resentment and ‘teacher hates me’ narratives after a boundary.
Emotion coaching (name–validate–limit–plan)
Help students regulate so they can re-enter learning.
Relationship banking (planned positive micro-interactions)
Build trust so corrections land without escalation.
Home–school communication (partnership framing)
Reduce repeat issues by aligning adults and avoiding blame narratives.
Post-incident learning plan (one target for next lesson)
Turn incidents into a practical improvement plan rather than a grudge.
Brief reflection prompts (forward-looking)
Help students learn from incidents without shame.