Rebuild after peer conflict (separate, repair, plan)
Aim (what it achieves)
Restore safety and learning after low-level peer friction.
When to use
After bickering, antagonising, or ‘banter’ that disrupts learning.
How to use (steps)
Teacher language (examples)
“We deal with this after. Back to work now.” Later: “What happened? What’s the plan?”
Top tips (makes it work)
Keep in-lesson action minimal; plan proactively for next trigger moment.
Common pitfalls
Investigating mid-lesson; public blame; ‘shake hands’ without agreement.
SEND/PP considerations
SEND/PP may misread social cues—keep expectations explicit and concrete.
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: No
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Repair & Rebuild Peer friction / bickering / low-level conflict
Related strategies
Restorative micro-conversation (3 questions)
Repair harm and restore learning relationships quickly.
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.
Collaborative problem solving (Plan B meeting)
Solve recurring problems by identifying triggers and lagging skills.