#Anxiety
16 strategies tagged with Anxiety
Showing 16 strategies
Use ‘preview–do–review’ lesson framing (what/why/how + reflect)
Increase buy-in and reduce resistance by making lesson purpose and route clear.
Normalise error and struggle (safe mistakes culture)
Reduce avoidance, shutdown and ‘attitude’ driven by fear of failure.
Reduce environmental ‘friction’ (clutter, noise, sensory overload)
Lower background stressors that can trigger behaviour—especially for SEND/PP.
Plan ‘high-probability’ starts (easy first step to build momentum)
Reduce refusal and avoidance by making the first action very achievable.
Think–Write–Pair–Share (processing time for all)
Reduces calling out and avoidance by building in private thinking time before talk; improves confidence and quality of responses.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
Structured round of contributions (RoundRobin / RoundTable with timing)
Prevents calling out and dominance by giving an orderly participation sequence; increases fairness felt.
Micro-choice (bounded options)
Prevent escalation by giving controlled choice without lowering expectations.
Structured movement reset (Stand–Pair–Return)
Resets attention and energy using controlled movement, preventing escalation from restlessness or low-level disruption.
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.
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.
Positive home contact after a reset (48-hour window)
Strengthen partnership and reduce the ‘only ever bad news’ narrative that fuels resentment and disengagement.
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.
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