Sessions are built around restorative practice, using the same 'affective questions' approach used in restorative conferencing in UK schools, combined with structured perspective-taking and friendship-skills activities. The module follows the DfE's Preventing and tackling bullying advice for schools, and supports the respectful-relationships expectations assessed under Ofsted's behaviour and attitudes and personal development judgements.
Objective: Pupil can describe a recent conflict from a personal perspective without assigning blame to start.
Check-in: Rapport-building chat.
Input: Introduce restorative affective questions: what happened, what were you thinking at the time, and who has been affected, and how.
Activity: Use the questions to talk through one recent conflict, with the mentor noting key points neutrally.
Reflect: What's one thing you'd like the other person to understand? Hold this thought for next week.
Watch for: Keep this session focused on the pupil's own experience, perspective-taking on the other party comes later, so don't rush it.
Parent/carer take-home: Ask what happened using 'what happened, and how did that feel?' rather than 'whose fault was it?'
Objective: Pupil can articulate at least one plausible perspective of the other person involved.
Check-in: Review last week's reflection.
Input: Introduce a simple perspective-taking technique: if I were in their shoes, what might I have been thinking or feeling?
Activity: Using the same conflict from Week 1, or a hypothetical one if too raw, the pupil attempts to describe the other person's likely thoughts and feelings.
Reflect: Did anything surprise you about seeing it from their side?
Watch for: This is often the hardest skill in the module, don't expect full empathy immediately, partial attempts are progress.
Parent/carer take-home: Gently ask 'why do you think they did that?' about a recent friendship issue, practising perspective-taking without judgement.
Objective: Pupil can identify which role or roles were played in a bullying dynamic and what each role needs.
Check-in: Review what surprised the pupil about seeing the conflict from the other person's side last week.
Input: Explain the different roles in bullying situations, target, instigator, bystander, defender, noting most pupils move between roles rather than fitting one label.
Activity: Discuss where the pupil sees themselves in a recent situation, and what someone in that role might need: safety, support, or a way to change course.
Reflect: What's one thing that would help you if this situation happens again?
Watch for: Be alert to safeguarding disclosures in this session and follow your school's reporting procedure if anything raises concern.
Parent/carer take-home: Let the pupil know it's always OK to tell you if something's happening with friends, and that you'll listen first before acting.
Objective: Pupil can use an 'I statement' and take part in a structured repair conversation.
Check-in: Review last week's conversation about the pupil's role in the situation, and what would help if it happens again.
Input: Teach the 'I statement' structure: I felt X when Y happened, and I need Z, as an alternative to blame-first language.
Activity: Practise 'I statements' for the ongoing conflict; if appropriate and both pupils consent, prepare for, or hold with a second mentor, a joint restorative conversation.
Reflect: What would a fair outcome look like to you?
Watch for: A joint conversation should only happen if genuinely appropriate and consensual, this session can be adapted to rehearsal only.
Parent/carer take-home: Practise an 'I felt X when Y happened' sentence together for something small at home, so the structure feels familiar.
Objective: Pupil has an agreed, practical next step for peer relationships.
Check-in: Compare to the Week 1 baseline.
Input: Recap the course: perspectives, roles, and repair skills.
Activity: Identify one or two friendship or social goals (e.g. sit with a specific peer group, join a lunchtime club) and agree how staff can support this.
Reflect: What's one thing you're proud of from this course?
Watch for: Share relevant, appropriate context with the pastoral team so peer dynamics are monitored beyond the course.
Parent/carer take-home: Ask about one positive step with friends this week and celebrate it, however small.