All interventions
Every strategy on the site, organised by tier. Filter or search to find what you need.
Tier 1 Universal
Proactive, low-effort strategies that belong in every classroom. They prevent most problems and are the first thing to try for any student.
Teach and post clear expectations
Define 3–5 positive expectations, teach them like academic content, and refer to them all day.
Behaviour-specific praise
Name exactly what the student did well, and aim for at least four positive interactions for every correction.
Precorrection
Remind students of the expectation just before the moment they’re likely to struggle.
Proximity and nonverbal cues
Redirect quietly by moving closer, making eye contact, or using a prearranged signal.
Offer choices
Give students two acceptable options so they have control within limits.
Predictable routines and visual schedules
Post the day’s schedule and step-by-step routines so students know what’s coming.
Movement breaks
Build short, structured movement into lessons so students don’t have to find their own.
Strategic seating
Seat the student where they have the best chance to focus and succeed.
Chunk tasks
Break assignments into small parts with a check-in after each one.
Planned ignoring
Deliberately don’t react to minor attention-seeking behaviour, then give lots of attention to appropriate behaviour.
2×10 relationship building
Spend two minutes a day for ten days in a row talking with the student about anything except school.
Greet students at the door
Welcome each student by name as they enter and give a quick direction for the first task.
Calm-down space
A quiet spot in the room where students can go briefly to regulate, then return to learning.
Positive home contact
Reach out to families with good news before (and alongside) any concerns.
Increase opportunities to respond
Get every student answering often with choral responses, whiteboards, hand signals, and partner talk.
Calm, private redirection
Correct behaviour briefly, privately, and neutrally, then move on.
Organisation routines
Teach a simple system for materials and assignments, and check it regularly.
Tier 2 Targeted
Small-group or individual supports for students who haven’t responded to Tier 1 after a consistent trial (usually 4–6 weeks). They add structure, feedback, and adult connection.
Check-in / check-out (CICO)
A student checks in with a mentor each morning, gets feedback on a point sheet throughout the day, and checks out each afternoon.
Behaviour contract
A written agreement between the student and adults that spells out a goal, what the student will do, and what they’ll earn.
Self-monitoring
Teach the student to track their own behaviour on a simple checklist at set times.
Individual token or reward system
The student earns tokens or points for a target behaviour and trades them for chosen rewards.
Break card
Teach the student to ask for a short break appropriately instead of escaping through problem behaviour.
Social skills group
Small-group lessons that directly teach and practise specific social skills.
Adult mentor
Pair the student with a caring adult who meets regularly to connect, encourage, and problem-solve.
Coping and emotion-regulation skills
Explicitly teach the student to notice feelings and use a calming strategy before they escalate.
Home–school assignment tracker
A daily tracker that records assignments and completion, checked by the teacher and signed at home.
Tier 3 Intensive
Individualized, function-based plans developed by a team for students with persistent or serious behaviour. They usually involve the family, specialists, and frequent data review.
Functional behaviour assessment (FBA)
A team process to figure out why a behaviour happens by gathering interviews, observations, and data.
Behaviour intervention plan (BIP)
An individualised plan based on the FBA that prevents triggers, teaches replacement behaviours, and changes how adults respond.
Crisis and safety plan
A written plan for what adults will do if a student’s behaviour becomes unsafe.
Counselling and mental-health referral
Connect the student with the school counsellor, psychologist, or community mental-health services.
Family team meeting
A structured meeting where family and school plan together around the student’s strengths and needs.
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