Post-incident learning plan (one target for next lesson)
Aim (what it achieves)
Turn incidents into a practical improvement plan rather than a grudge.
When to use
After repeated low-level incidents; after detentions; after removals.
How to use (steps)
Teacher language (examples)
“Next lesson: start within 1 minute. I’ll check in after 2 minutes.”
Top tips (makes it work)
Make target measurable; keep it small; review quickly and neutrally.
Common pitfalls
Setting vague targets; setting too many; forgetting to review.
SEND/PP considerations
Supports executive function; reduces overwhelm; builds trust through follow-through.
Tags
Sources
Used in
Behaviour Matrix
- Repair & Rebuild Chatting during independent work
- Repair & Rebuild Off-task / fiddling / low-level distraction
- Repair & Rebuild Slow starts / dawdling transitions
- Repair & Rebuild Work avoidance / blank page / ‘I can’t’
- Repair & Rebuild Disorganisation / missing equipment / dead time
Related strategies
Re-entry script (fresh start + first step)
Reintegrate pupils positively after conflict or sanction.
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.
Brief reflection prompts (forward-looking)
Help pupils learn from incidents without shame.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
After-sanction learning repair (catch-up the missed learning)
Reduce future disruption by repairing the learning gap that often drives avoidance and acting-out.