Co-regulation micro-routine (calm body, calm brain)
Aim (what it achieves)
Help pupils return to a regulated state so they can comply and learn; reduces escalation driven by dysregulation.
When to use
When you see escalation signs: raised voice, rapid breathing, ‘staring down’, agitation, refusal triggered by emotion rather than intent.
How to use (steps)
Teacher language (examples)
“Pause. Take one breath. Feet on the floor.” “Good. Now: open your book and start Q1.”
Top tips (makes it work)
Model the calm; keep it short and discreet; pair with a clear instruction; avoid therapy language.
Common pitfalls
Doing it publicly; making it feel punitive; overusing it so the pupil learns to ‘escape’ work.
SEND/PP considerations
Particularly helpful for SEMH/ADHD/anxiety profiles. Keep it ordinary: ‘This helps anyone reset’. Maintain expectations once calm.
Tags
Sources
- Trauma-informed classroom guidance (general)
- practice-based
Used in
Behaviour Matrix
- Repair & Rebuild Work avoidance / blank page / ‘I can’t’
Related strategies
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Agree a private cue (teacher–pupil signal plan)
Prevent repeat escalation by giving a discreet ‘reset’ signal.
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.