Evidence-based guidance on positive handling, behaviour management, trauma-informed practice, and mental health in schools — written by our team of trained practitioners and clinical psychologists.
Latest Articles
Every article on the Teach+ blog is written by our team of Ofqual-assessed trainers and clinical psychologists — bringing you practical, current guidance rooted in real school experience.
This guide explains when and how restrictive physical intervention can lawfully be used in English schools, and why it must remain a last resort. It covers the legal framework, necessity and proportionality tests, dynamic and generic risk assessment, staff competence, alternatives to restraint, and robust recording and review.
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This guide explains practical behaviour de-escalation strategies for schools, focusing on calm presence, non-verbal signals, and simple verbal scripts. It outlines a 7-step de-escalation flow linked to dynamic risk assessment, three core strategies, and key do-nots. Readers will learn how to keep pupils and staff safe and embed routines that reduce incidents over time.
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Adverse Childhood Experiences have entered everyday school conversations, yet the term is often used loosely. If you lead on safeguarding, behaviour or SEMH, you need clarity on what ACEs are, what the evidence really says, and what to do in practice. This guide sets out core facts, common pitfalls, and a practical route to embed trauma-aware approaches without labelling pupils.
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These guides are currently being written by our team of Ofqual-assessed trainers and clinical psychologists. Check back soon or get in touch for more.
What positive intervention actually means in practice, how it differs from traditional behaviour management, and why an Ofqual-assessed training approach makes the difference in real school settings.
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A plain-English breakdown of the DfE's Use of Reasonable Force guidance, what it means for classroom staff, and how to ensure your school's policies are legally compliant and current.
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How to embed trauma-informed principles into everyday classroom practice — from routines and language to relationship-building strategies that help pupils feel safe and regulated throughout the school day.
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Social, Emotional and Mental Health needs are the most common reason for SEND support. This guide sets out which SEMH strategies have the strongest evidence base and how to implement them school-wide.
Coming SoonNot all physical intervention training is equal. This guide explains what to look for — including why Ofqual-assessed trainers offer a standard that internally assessed courses cannot match.
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Why one-off training rarely changes behaviour culture, and how to plan a structured CPD programme across your school year that creates genuine, lasting whole-school consistency.
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A practical reference guide covering body language, tone, physical positioning, verbal scripts, and the common mistakes that make difficult situations worse rather than better.
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One in four adults experiences a mental health problem each year — and school staff are not immune. This guide makes the case for staff MHFA training delivered by qualified clinical psychologists.
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