This module builds on core CBT-informed anger-management techniques used across UK SEMH and pastoral provision, and follows the relational, consistent, low-arousal approach set out in the DfE's Behaviour in Schools advice for headteachers and school staff, which recommends helping pupils understand and regulate their own behaviour rather than relying on sanctions alone. It's focused on frustration tolerance and verbal or relational anger rather than physical incidents specifically, and works well as a standalone course, or as a broader follow-on to Physical aggression (Module 1) for pupils whose anger shows up more in words, relationships and academic frustration than in physical outbursts. It also supports the calm, respectful conduct expected under Ofsted's behaviour and attitudes judgement.
Objective: Pupil can name at least three different intensities of anger (for example irritated, frustrated, furious) rather than one label.
Check-in: Rapport-building chat and a 1–5 mood scale to open.
Input: Introduce an anger thermometer showing a range from mild irritation to rage, contrasted with 'angry' as the only word most pupils reach for.
Activity: Pupil sorts a set of feeling words onto the thermometer scale and links two or three to a recent real example.
Reflect: Which word did you find yourself reaching for this week? Agree to silently name one moment of irritation before it grows, without needing to act on it yet.
Watch for: Watch for pupils who can only access 'fine' or 'angry' as options, model naming smaller, milder feelings first to widen the vocabulary.
Parent/carer take-home: Notice out loud when you're mildly annoyed this week ('I'm a bit frustrated, not furious') so the pupil sees the wider vocabulary modelled at home too.
Objective: Pupil identifies personal triggers across settings and separates 'big' from 'small' triggers.
Check-in: Review the naming task from the week.
Input: Explain that triggers differ by setting, schoolwork frustration, social triggers and home triggers can all feel different.
Activity: Build a triggers map across three columns: school, social, home, rating each trigger's intensity.
Reflect: Which column has the most triggers, and which single trigger comes up most? Agree to track that one this week.
Watch for: Some pupils may reveal home stressors while mapping triggers, handle sensitively and follow your school's safeguarding procedure if anything raises concern.
Parent/carer take-home: If something at home seems to be a trigger, ask gently rather than dismissing it, 'I noticed that seemed to frustrate you, want to tell me about it?'
Objective: Pupil can describe and practise at least one strategy to create a pause before reacting.
Check-in: Review the tracked trigger from last week.
Input: Introduce 'the gap', the space between feeling angry and choosing a response, and strategies to widen it, such as counting, stepping away, or brief self-talk.
Activity: Practise a simple STOP technique through role-play: Stop, Take a breath, Observe how you feel, Proceed with a choice.
Reflect: What made pausing hard in the role-play? Agree to try the STOP technique once for real this week, even in a low-stakes moment.
Watch for: Strategies only work if rehearsed when calm, resist introducing them for the first time mid-incident.
Parent/carer take-home: Practise the STOP technique together for two minutes at a calm moment, so it's a rehearsed habit rather than something new when it's actually needed.
Objective: Pupil can practise expressing frustration assertively rather than aggressively or by shutting down.
Check-in: Check whether the STOP technique was used this week and troubleshoot any barriers.
Input: Contrast passive, aggressive and assertive responses using simple real-life examples.
Activity: Role-play converting an aggressive response ('This is stupid, I'm not doing it') into an assertive one ('I'm finding this really frustrating, can I have a minute?').
Reflect: Which assertive phrase felt most natural to say? Agree to try it once at school this week.
Watch for: Some pupils confuse assertiveness with rudeness, reinforce that tone and body language matter as much as the words chosen.
Parent/carer take-home: If a small frustration comes up at home this week, model an assertive phrase yourself ('I'm getting annoyed, can we pause?') so the pupil hears it used naturally.
Objective: Pupil has a personalised, written anger-management plan and understands what happens next.
Check-in: Review progress across the five weeks using the Week 1 mood scale as a comparison point.
Input: Summarise what's been learned: naming feelings, personal triggers, the STOP technique, and assertive phrases.
Activity: Co-create a one-page plan: my triggers, my early signs, my go-to strategies, phrases I can use, and who to ask for help. Share the plan with the pupil's class teacher or pastoral lead.
Reflect: What's one thing you're most confident about now? What still feels hard?
Watch for: Agree a review point (two to three weeks later) rather than ending support abruptly.
Parent/carer take-home: Read through the plan together and ask which part the pupil feels most confident about. Keep a copy somewhere visible at home.