This module leans on relational and restorative approaches, evidence reviewed by the EEF found that strong, trusting relationships between staff and pupils are one of the most consistent predictors of improved behaviour, more so than sanctions alone. This mirrors the DfE's Behaviour in Schools advice, which sets out that consistent routines and modelled respect from staff, not sanctions in isolation, are what sustain improved conduct, and supports the standard expected under Ofsted's behaviour and attitudes judgement.
Objective: Pupil can describe, in general terms, a personal experience of adults and authority.
Check-in: Rapport-building, this module depends heavily on the pupil trusting the mentor first.
Input: Open, non-judgemental exploration of what 'respect' and 'authority' mean to the pupil, without immediately linking to a specific incident.
Activity: Discuss an adult, in or out of school, the pupil does trust and respect, and what makes that relationship different.
Reflect: What's one thing an adult could do that would make you more likely to listen to them?
Watch for: Past negative experiences with authority figures, including outside school, often explain current patterns, listen for this without probing inappropriately, and escalate any safeguarding concerns per school policy.
Parent/carer take-home: Ask about an adult, in or out of school, the pupil trusts, and what makes that relationship feel good.
Objective: Pupil can describe one plausible pressure or motivation a staff member might have.
Check-in: Review last week's thoughts on what makes the pupil more likely to listen to an adult.
Input: Introduce the idea that staff are also managing pressure, such as a full class or safety concerns, this isn't to excuse poor staff behaviour, but to build a fuller picture.
Activity: Discuss a recent incident with a specific staff member and explore what might have been going on for the staff member at that moment.
Reflect: Does this change how you see what happened, even slightly?
Watch for: Balance this carefully, the goal is perspective, not making the pupil feel at fault for an adult's poor handling of a situation.
Parent/carer take-home: Gently point out a moment where an adult, including you, was under pressure, to build the same perspective-taking at home.
Objective: Pupil can practise a respectful way of disagreeing with an adult.
Check-in: Review whether seeing the adult's side changed anything this week.
Input: Teach a simple respectful-disagreement script, covering tone, timing (not in front of the whole class), and wording.
Activity: Role-play two or three scenarios where the pupil disagrees with an instruction from a teacher, practising the script each time.
Reflect: What's different about how this felt compared to your usual response?
Watch for: Tone and body language often matter as much as words, practise both, not just the script.
Parent/carer take-home: Practise the respectful-disagreement script on something small at home this week, like bedtime.
Objective: Pupil takes part in, or rehearses for, a restorative conversation with a specific staff member.
Check-in: Review how the respectful-disagreement script felt when the pupil tried it this week.
Input: Explain the purpose of a restorative conversation: not an apology for its own sake, but a chance to repair a specific relationship.
Activity: If appropriate, prepare for and hold a short restorative conversation with the relevant staff member, using the affective questions from Module 4, or otherwise rehearse it fully with the mentor.
Reflect: What would help this relationship going forward?
Watch for: Only proceed with a real conversation if the staff member is willing and the pupil is ready, rehearsal alone is a valid outcome for this session.
Parent/carer take-home: If there's been a difficult moment at home, model a short repair conversation yourself so the pupil can see how it works.
Objective: Pupil has an agreed, simple plan for working with key staff members going forward.
Check-in: Compare to Week 1.
Input: Recap the course: trust, perspective, respectful communication, and repair.
Activity: Agree specific, practical expectations with one or two key staff, such as a private word instead of a public correction, and write these into a short plan.
Reflect: What's the one change you're most hopeful about?
Watch for: Share the plan with relevant staff directly, it only works if both sides know what's been agreed.
Parent/carer take-home: Ask what one change the pupil is hopeful about, and how you can support it at home.