A practical, compassionate guide designed to help teachers, teaching assistants, SENCOs and pastoral staff understand what may be happening underneath a child’s behaviour. Rather than focusing only on how to stop behaviour, this handbook encourages staff to consider the child’s perspective, possible psychological factors and the support that may help them feel safer, calmer and more able to learn. The resource combines accessible psychology with realistic classroom strategies and warm, child-friendly language that teachers can actually use in the moment. Includes: ACEs explained sensitively, including protective factors and why ACE scores should not be used to label individual children attachment-informed classroom practice without diagnosing or categorising pupils trauma-informed and relational approaches co-regulation and adult self-regulation strategies low-arousal communication techniques guidance for creating a calmer, more predictable classroom evidence-aware growth mindset strategies anxiety and worry anger and explosive behaviour shutdown, freeze and withdrawal bullying, rejection and friendship difficulties bereavement and grief low mood and loss of motivation perfectionism and fear of mistakes sensory overload school avoidance and attendance anxiety responses following frightening or traumatic experiences impulsivity and difficulties stopping before acting change, transitions and loss of control demand avoidance and understanding “won’t” versus “can’t right now” separation anxiety and clinginess reassurance-seeking and adult dependence lying, taking things and connection-seeking behaviour practical restorative conversations after incidents ready-to-use phrases for difficult classroom situations boundaries without shame a quick-response behaviour flowchart “same behaviour, different possible needs” guidance individual child support and co-regulation planning sheets safeguarding and referral guidance research and professional sources The central message throughout the resource is simple: Behaviour gives us information, but it does not automatically tell us why a child is struggling. This handbook aims to help adults respond with curiosity before judgement, maintain clear and safe boundaries, and give children the support and language they need to cope differently next time. Suitable for KS1, KS2 and wider primary settings, particularly SEMH, SEND, pastoral provision, behaviour support, inclusion teams and staff CPD. Please note: This is a classroom support resource and is not intended to replace therapy, diagnosis, safeguarding procedures or professional mental-health support.

A practical friendship, social skills and problem-solving resource containing 30 relatable scenarios to help children explore difficult social situations in a safe and supportive way. The scenarios encourage pupils to consider different perspectives, discuss possible responses and develop skills including communication, empathy, compromise, kindness and conflict resolution. Situations include friendship disagreements, being left out, sharing, rumours, apologising, losing, taking turns, managing unkind comments and asking adults for help. Includes: 30 printable friendship scenario cards Helpful or unhelpful response activity Problem-solving reflection sheet STOP–THINK–CHOOSE strategy poster Teacher guidance Perfect for PSHE, SEMH interventions, nurture groups, circle time, social-skills work, behaviour support and small-group discussion. Suitable for approximately ages 7–11 / KS2.

A gentle, practical transition resource designed to help children feel prepared, capable and increasingly confident when moving to a new class.

A practical SEMH and SEND transition resource designed to help children manage changes, unfamiliar routines and new situations with greater confidence. Change can be difficult for many pupils, particularly those who benefit from predictability, preparation and clear visual support. This pack helps children understand what is changing, identify what will stay the same, ask questions, plan useful support and reflect afterwards. It is designed to make transitions feel more predictable, manageable and less overwhelming. Includes: What Is Changing? worksheet What Will Stay the Same? activity Questions I Have page My Support Plan First–Then–Next planning sheet After the Change reflection page Adult planning sheet Perfect for: Moving class New teachers or support staff Supply teachers Timetable changes School trips New interventions Room changes Starting a new group Unexpected routine changes SEND and SEMH support Nurture and pastoral work The resource can be used with individual pupils, small groups or as part of wider transition planning. Suitable for approximately ages 7–11 / KS2.

A practical early finisher activity pack designed to give children meaningful, independent tasks when they complete their work. Instead of repeatedly hearing “What do I do now?”, pupils can choose from a range of calm, purposeful activities covering reading, writing, maths, creativity, organisation and kindness. The activities are designed to require little or no extra preparation, making them ideal for busy classrooms. Includes: 36 printable early finisher activity cards Reading challenges Writing prompts Maths and thinking activities Creative tasks Classroom organisation activities Kindness and reflection tasks “Finished? Check First!” classroom poster Teacher guidance for introducing and managing the routine Perfect for: Early finishers Independent learning Continuous provision Morning work Classroom challenge areas Mixed-attainment classes Supply or cover lessons Quiet extension activities The cards can be printed, cut out and laminated, displayed on a classroom choice board or rotated throughout the year. Suitable for approximately ages 7–11 / KS2. A simple, reusable classroom resource designed to reduce interruptions, encourage independence and keep pupils meaningfully occupied once their main task is complete.

A restorative behaviour reflection resource designed to help children understand what happened after a difficult incident, recognise feelings and needs, consider the impact on others and plan how to move forward. The emphasis is on reflection, repair and learning, rather than simply asking children to write down what they did wrong. Pupils are supported to think about what happened before an incident, how they were feeling, who was affected and what could help them make a different choice next time. Includes: Pause and Reset activity What Happened? reflection sheet Feelings and Needs activity Who Was Affected? worksheet Repair Plan Next Time I Can… activity Restorative conversation prompts Adult support and follow-up notes Ideal for SEMH settings, behaviour support, restorative practice, nurture groups, pastoral interventions and individual pupil reflection. Suitable for approximately ages 7–11 / KS2.

A calm, practical SEMH morning check-in resource designed to help children identify how they are feeling, communicate what they need and prepare for the school day. The pack gives pupils a simple, low-pressure way to express emotions, worries and support needs while helping adults notice patterns and identify children who may benefit from a check-in. Includes: • How I Feel Today activity • What I Need Today page • Something On My Mind worksheet • Daily goal setting • Gratitude and positive-thinking activity • Weekly mood tracker • Teacher/adult notes • Guidance for using morning check-ins effectively Ideal for morning work, nurture groups, SEMH provision, pastoral support, SEND, regulation work and individual pupil check-ins. Suitable for approximately ages 7–11 / KS2.

A simple and supportive emotional regulation toolkit designed to help children recognise their feelings, notice physical signs of dysregulation and choose appropriate calming strategies. Rather than telling children simply to “calm down”, the resource gives them practical tools they can learn, practise and gradually use more independently. Includes: Feelings identification Recognising physical signs of emotions Calm-choice strategy sheet Breathing activities 5–4–3–2–1 grounding activity Return-to-learning plan Calm Corner expectations poster Adult guidance Ideal for creating a calm corner, supporting individual pupils, SEMH interventions, nurture provision, SEND support and whole-class emotional-regulation teaching. Suitable for approximately ages 7–11 / KS2.

A simple, strengths-first child profile designed to help teachers, teaching assistants, SEND staff and pastoral teams understand the individual child behind the behaviour. This one-page printable profile gives staff a clear place to record the things that genuinely help a child feel safe, settled and ready to learn. Rather than focusing only on difficulties, the profile begins with the child’s strengths and interests before exploring: what helps them feel safe and ready situations that can make school harder early signs of stress what helps when they are struggling things adults should try to avoid how the child shows or asks for help words and phrases that support them anything important they would like adults to know