Agree a private cue (teacher–pupil signal plan)
Aim (what it achieves)
Prevent repeat escalation by giving a discreet ‘reset’ signal.
When to use
For pupils who escalate quickly or struggle to notice early signs of dysregulation.
How to use (steps)
Teacher language (examples)
Cue phrase: “Reset.” (quiet) / gesture agreed
Top tips (makes it work)
Do it when calm; keep cue consistent; pair with a small next step.
Common pitfalls
Using the cue publicly; changing the cue; not following up with support.
SEND/PP considerations
Supports ADHD/ASC pupils; reduces public corrections; protects dignity.
Tags
Sources
Used in
Behaviour Matrix
- Repair & Rebuild Chatting during teacher talk / instruction
- Repair & Rebuild Calling out / interrupting
- Repair & Rebuild Low-level defiance / arguing / ‘No’ (mild)
Related strategies
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Co-regulation micro-routine (calm body, calm brain)
Help pupils return to a regulated state so they can comply and learn; reduces escalation driven by dysregulation.
Close the loop (end the episode cleanly)
Prevent grudges and ‘carry-over’ by explicitly signalling that the incident is finished and the relationship is intact.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Defer the debate, then follow through (private resolution)
Avoid power struggles by postponing discussion, then genuinely resolving it later so pupils trust the boundary.
Repair wording: ‘behaviour is the problem, you are not’
Reduce identity-based conflict by explicitly separating the pupil from the behaviour while holding firm boundaries.