Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Aim (what it achieves)
Reduce repeat incidents by giving students a clear, dignified route back into learning.
When to use
After absence; after buddy room; after sanction; start of next lesson.
How to use (steps)
Teacher language (examples)
“Good to have you back. Start with question 1.”
Top tips (makes it work)
Keep it calm; focus on next step; separate behaviour conversation from learning re-entry.
Common pitfalls
Starting with a lecture; public referencing of the incident; sarcasm.
SEND/PP considerations
Crucial for SEND/PP to avoid shame spirals; promotes belonging and compliance.
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
Vulnerability
May be especially relevant for:
Sources
Related strategies
Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.
Deliberate botheredness
Build warm, professional relationships through consistent daily actions so students feel noticed, respected, and more willing to meet expectations.
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.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.