Pre-correct next pressure point (after an incident)
Aim (what it achieves)
Prevent recurrence by privately preparing the pupil for the exact moment they previously struggled with.
When to use
When you know the specific trigger (writing, partner work, teacher talk, entering the room) and the pupil has a history of escalation there.
How to use (steps)
Teacher language (examples)
“In two minutes we’re starting silent writing. I want you to start with the first sentence. If you get stuck, use (support).”
Top tips (makes it work)
Time it right (just before the trigger); keep it private; reinforce quickly.
Common pitfalls
Doing it publicly; too early (they forget); sounding threatening (‘I’m watching you’).
SEND/PP considerations
Excellent for SEND pupils who benefit from priming and clear first steps. Keep support ordinary and available to others too where possible.
Tags
Sources
- UDL/behaviour prevention principle (general)
- practice-based
Used in
Behaviour Matrix
- Repair & Rebuild Slow starts / dawdling transitions
Related strategies
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
Re-entry ‘fresh start’ greeting (reset the relationship)
Signal belonging and reduce ‘pre-loading’ conflict by greeting positively after an incident.
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.