Reduce environmental ‘friction’ (clutter, noise, sensory overload)
Aim (what it achieves)
Lower background stressors that can trigger behaviour—especially for SEND/PP.
When to use
Any time the room feels chaotic; high-traffic lessons; after displays change.
How to use (steps)
Teacher language (examples)
“Eyes front—board is clear—one focus.”
Top tips (makes it work)
Small changes matter; check sight lines; be consistent with seating and layout.
Common pitfalls
Overloading walls; loud transitions; frequent layout changes without warning.
SEND/PP considerations
Sensory-sensitive students benefit greatly; supports attention and reduces fight/flight responses.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- 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)
- Proactively Prevent Off-task / fiddling / low-level distraction
- Proactively Prevent Disorganisation / missing equipment / dead time
Related strategies
Plan predictable micro-breaks (short reset moments for all)
Prevent dysregulation and restlessness that turns into disruption.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.