This module shares its underlying model with Module 1 (physical aggression) and Module 3 (emotional regulation): dysregulation-linked behaviour responds to the same trigger-awareness and de-escalation approach, adapted here to focus specifically on the urge to damage rather than harm a person, plus a restorative repair element consistent with the DfE's Behaviour in Schools advice on proportionate, restorative responses alongside any necessary sanction. This also supports the calm, orderly environment expected under Ofsted's behaviour and attitudes judgement.
Objective: Pupil can describe, without judgement, what usually happens right before an incident of damage.
Check-in: Mood check and low-pressure rapport building.
Input: Introduce the idea that damaging behaviour is very often impulsive and linked to a build-up of strong emotion, not planned defiance.
Activity: Walk through a recent incident using a simple timeline: what happened before, during and after, focusing on facts rather than blame.
Reflect: What's the earliest point in that timeline where something could have gone differently?
Watch for: Watch for shame or defensiveness, many pupils already feel bad about these incidents; the tone here should be understanding, not another telling-off.
Parent/carer take-home: Talk through a recent incident calmly, focusing on what happened before it, not what happened after.
Objective: Pupil can link the urge to damage something to a specific feeling and body sensation.
Check-in: Review how it felt to talk through the incident timeline last week.
Input: Connect this module to emotional regulation, explore what feeling, such as frustration, humiliation or overwhelm, usually precedes the urge.
Activity: Body map or feelings scale exercise linking a recent incident to the emotion and physical sensation involved.
Reflect: What does your body feel like right before that urge appears?
Watch for: If this pattern closely mirrors physical aggression towards people too, consider running Module 1 alongside or after this one.
Parent/carer take-home: Notice together what feeling usually comes right before frustration builds at home too.
Objective: Pupil can name and try one safe physical alternative to damaging behaviour.
Check-in: Review what came up when the pupil noticed the feeling before the urge this week.
Input: Introduce safe outlets for the same physical urge: squeezing a stress object, tearing scrap paper, a brief supervised movement break, or pushing against a wall.
Activity: Try two or three alternatives together and agree which feels most useful; discuss where and how it could be accessed at school.
Reflect: Which alternative would you actually reach for in the moment?
Watch for: The replacement needs to be immediately accessible during a real trigger, agree the practical logistics, such as where it's kept and how it's requested, with the class teacher.
Parent/carer take-home: Keep the chosen safe outlet, like a stress ball or paper to tear, somewhere accessible at home.
Objective: Pupil understands the impact of a past incident and takes part in a repair conversation or action.
Check-in: Review use of the alternative outlet.
Input: Introduce the idea of repair: understanding the real impact, such as cost, time and the feelings of others affected, and what putting it right could look like.
Activity: Where appropriate, plan or take part in a restorative conversation or repair action, such as helping to tidy or a written or verbal acknowledgement, linked to a specific past incident.
Reflect: How did it feel to take part in putting things right, rather than just being told off?
Watch for: Repair should be proportionate and pupil-led where possible, not punitive labour, check school policy on this before agreeing specific actions.
Parent/carer take-home: If something's been damaged at home, involve the pupil in putting it right together, calmly and without shame.
Objective: Pupil has a personalised prevention and response plan shared with relevant staff.
Check-in: Compare to the Week 1 baseline.
Input: Recap the course: understanding the trigger-emotion-action chain, safe alternatives, and repair.
Activity: Co-create a one-page plan: my triggers, my early signs, my safe outlet, and what happens if an incident still occurs, including the repair process. Share with the class teacher and pastoral lead.
Reflect: What's the one part of this plan you feel most confident about?
Watch for: Agree a review point and make sure all relevant staff know where the agreed safe outlet is kept and how the pupil can access it.
Parent/carer take-home: Read the plan together and agree where the safe outlet will be kept at home.