Repair with the class (restore safety after disruption)
Aim (what it achieves)
Re-establish a calm learning climate when one incident has unsettled the whole room.
When to use
After a public incident or removal that has left the class distracted, anxious, or excited.
How to use (steps)
Teacher language (examples)
“That’s dealt with. We’re back to learning now. Eyes down — start Q1.” “I know that was distracting. Focus here; I’ll take care of it.”
Top tips (makes it work)
Keep it short; do not narrate the drama; move quickly into a task.
Common pitfalls
Gossiping about the incident; using it to shame the pupil; leaving a vacuum where chatter grows.
SEND/PP considerations
Some pupils (SEND/anxious) need reassurance. A calm, brief line reduces uncertainty and helps them re-engage.
Tags
Sources
- Practice-based
- classroom climate management
Used in
Behaviour Matrix
- Repair & Rebuild Attention seeking / clowning / minor disruption
Related strategies
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Rebuild after peer conflict (separate, repair, plan)
Restore safety and learning after low-level peer friction.
Agree a private cue (teacher–pupil signal plan)
Prevent repeat escalation by giving a discreet ‘reset’ signal.
Consistency calibration (shared scripts + thresholds)
Reduce teacher-to-teacher variation that drives SEND/PP sanction gaps.
Two-minute re-entry plan (after removal / buddy room)
Re-establish a calm working relationship and a clear first step so the student can rejoin learning without a ‘fresh conflict’.
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.