After-sanction learning repair (catch-up the missed learning)
Aim (what it achieves)
Reduce future disruption by repairing the learning gap that often drives avoidance and acting-out.
When to use
After removal/buddy room/detention where learning was missed; when students return behind and feel ‘lost’.
How to use (steps)
Teacher language (examples)
“Here’s what you missed in two minutes. Then you’ll do this first question and rejoin the rest.”
Top tips (makes it work)
Keep it minimal; don’t punish with extra hours; make it routine and non-shaming.
Common pitfalls
Leaving the student lost; using catch-up as a lecture; making it optional so it never happens.
SEND/PP considerations
Particularly protective for SEND/PP: removes the ‘I’m behind so I’ll disrupt’ cycle. Make catch-up available for anyone who was absent.
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
Vulnerability
May be especially relevant for:
Sources
- UDL/EEF principle: reduce barriers to engagement (general)
Used in
Common Behaviour Issues (Behaviour Hub)
- Repair & Rebuild Work avoidance / blank page / 'I can't'
Related strategies
Collaborative problem solving (Plan B meeting)
Solve recurring problems by identifying triggers and lagging skills.
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.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the student.