Trigger mapping (simple ABC debrief)
Aim (what it achieves)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
When to use
When the same pupil repeats the same behaviour pattern, especially at predictable moments (start, writing load, partner work).
How to use (steps)
Teacher language (examples)
“I’ve noticed this happens when we start writing. Next lesson I’ll give you a first step and I want you to start straight away.”
Top tips (makes it work)
Keep it practical; choose one change; review after a week; don’t use it as a ‘gotcha’.
Common pitfalls
Writing long narratives; making assumptions about motives; using it to avoid consequences.
SEND/PP considerations
Useful for SEND/PP: it frames behaviour as a solvable problem. Helps staff distinguish skill deficits from defiance.
Tags
Sources
- Behaviour analysis basics (general)
- practice-based
Used in
Behaviour Matrix
- Repair & Rebuild Disorganisation / missing equipment / dead time
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 pupils learn from incidents without shame.
Brief restorative at the door (60–90 seconds)
Rebuild trust and clarify expectations without creating dependency on long conversations.
After-sanction learning repair (catch-up the missed learning)
Reduce future disruption by repairing the learning gap that often drives avoidance and acting-out.