This training equips Teachers and TAs with strategies to hold effective reflective conversations with pupils following high-level behaviour incidents, with a focus on supporting learners with SEND. The session will explore behaviour as communication, considering how autism, ADHD, SEMH needs, and communication difficulties can influence triggers and responses.
The course will outline:
- Adapting reflection for a non-verbal pupil using visuals, or breaking down language into short, clear steps for a pupil with processing delays
- Participants will learn how to use restorative approaches and de-escalation techniques while maintaining consistent boundaries
- The course refers to visual examples such as social stories, the Zones of Regulation, or “Now, Next, then” prompts – to guide discussions in accessible ways
- Teachers and TAs will practice how to rebuild trust, support emotional regulation, and help pupils identify alternative strategies.
By the end of the session, participants will have the confidence and tools to make reflective conversations meaningful, inclusive, and a positive step toward long- term behaviour change.
Training objectives
- To better equip teachers and teaching assistants to support pupils to reflect on their own behaviour through reflective conversations with examples of resources and approaches to use for SEND pupils with communication needs.
Learning outcomes
- To promote reflective practice to better support pupils to develop their own strategies after high level behaviour incidents
- Senior Leaders will be able to see how to develop and adapt reflection for those with SEND to build into their Individual support plans.
Audience: SLT, Teachers and Teaching Assistants with pupils with high level behaviour needs/SEND.
