Structured behaviour reflection intervention for schools, pastoral teams, ELSA’s and SEND practitioners. Help pupils reflect on behaviour incidents, recognise the choices they made, develop behaviour regulation and make increasingly helpful choices using a student workbook, teacher guide and parent/carer guide.

Does this sound familiar?

A pupil has been involved in a behaviour incident. The immediate situation has been dealt with, but now comes the reflection.

Staff want the pupil to learn from what happened, but the same difficulties often arise:

• The pupil says they “don’t know” why they have behaved that way.
• They struggle to recognise that they had different behaviour choices.
• Reflection becomes focused on completing a sheet, apologising or giving adults the “right” answers.
• The pupil believes that they had no control over what they did.
• The same behaviour patterns continue to repeat.
• Different members of staff approach behaviour reflection in different ways.

Many pastoral and behaviour systems are effective at responding to incidents but the reflection that follows can be much less structured.

Behave to Learn was created to bridge that gap.

Rather than simply asking pupils what they did wrong. Behave to Learn turns behaviour reflection into a structured intervention that develops self-awareness, responsibility, decision-making and behaviour regulation.

Using Visual Behaviour Maps, pupils learn to identify:

• The behaviours they wanted to choose.
• The behaviours they actually chose.
• The behaviours they think they should have chosen.
• How their behaviour affected themselves, other people and their learning.
• The behaviours they successfully controlled.
• Patterns in their behaviour over time.
• What they could try differently in future situations.

One of the most powerful features of Behave to Learn is helping pupils recognise the control they already have.

A pupil may have wanted to scream, swear, throw something or walk out, but perhaps they only chose one of those behaviours. The behaviours they wanted to carry out but did not are visual evidence that they were already regulating some of their behaviour.

This allows pupils to recognise genuine self-control without suggesting that the behaviour the pupil actually chose was necessarily helpful. Pupils can begin to move away from “I couldn’t control myself” towards recognising the choices they were already making and the choices they could develop next.

Behave to Learn also deliberately seperates behaviour from emotion. Pupils are not taught that strong feelings are wrong or that they should stop experiencing them. Instead, they learn that they can experience strong emotions while still developing greater control over the behaviours they choose.

The intervention follows the Assess - Plan - Do - Review (ADPR) cycle, providing schools with a practical framework for assessing behaviour skills, identifying an individual target, proving repeate