School Behaviour Secrets with Simon Currigan and Emma Shackleton

Restorative conversations are everywhere in schools right now. They’re written into behaviour policies, referenced in Ofsted language, and promoted as the gold standard for repairing harm and building accountability.
But what happens when those conversations don’t work - especially for pupils with SEND?
In this episode of School Behaviour Secrets, you’ll learn why:
·         standard restorative conversations can break down for pupils with communication difficulties, empathy differences, trauma histories or rejection sensitive dysphoria
·         what restorative practice assumes about children’s skills, why some pupils struggle to access those conversations
·         how to adapt your approach so it remains inclusive, fair, and effective - without lowering expectations or abandoning accountability
If you’ve ever walked away from a “restorative” conversation thinking, ”that didn’t change anything”, this episode will give you the practical strategies you’ve been missing.
Important links:
Download our FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources
Headteachers and deputies: Join our in-person event in Bradford
Where you'll learn practical ways to equip your team to handle SEMH challenges with confidence - so you can move from firefighting to a calm, consistent whole-school approach. Register now.

In 2026 the government is going to make big changes in how schools handle behaviour, SEMH and inclusion.
The question is: are we ready for what that actually means?
In this episode, we makes a series of predictions about where the system is heading next year - not based on politics or policy promises, but on how schools really work when money, policy and classroom reality collide.
Some of these predictions may make you uncomfortable. Others may feel uncomfortably familiar.
But if you want a grounded, experience-led perspective on what’s coming - and how to lead through it without burning out - this episode will help you see 2026 more clearly before it arrives.
Share your thoughts on these predictions (or share your own!) through Linked In or Facebook:
https://www.linkedin.com/in/simon-currigan/
 https://www.facebook.com/beaconschoolsupport
Headteachers and deputies: Join our in-person event in Bradford
Where you'll learn practical ways to equip your team to handle SEMH challenges with confidence - so you can move from firefighting to a calm, consistent whole-school approach. Register now.

Some of the most damaging ideas about behaviour in schools don’t sound wrong.
They sound kind.
They sound scientific.
They sound progressive.
And that’s exactly why they stick.
In this episode of School Behaviour Secrets, Simon Currigan unpacks four popular SEMH myths that are quietly making behaviour worse - not because people mean badly, but because good ideas have been overstretched, oversimplified, and misunderstood.
You’ll explore:
Why children do still make choices - even when emotions run high
The truth about trauma-informed practice (and why it doesn’t lower expectations)
Why consequences matter even when they don’t “fix” behaviour
Why SEMH can’t replace behaviour systems - and what happens when schools try
This isn’t about winning arguments.
It’s about clearing away the half-truths that sabotage classrooms and replacing them with thinking that actually works.
If you’re a teacher or school leader who wants calmer classrooms, fairer systems and a better understanding of what’s really going on underneath behaviour, this episode will give you clarity - not slogans.
Important links:
Get our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbook
Download other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources
Headteachers and deputies: Join our in-person event in Bradford
Where you'll learn practical ways to equip your team to handle SEMH challenges with confidence - so you can move from firefighting to a calm, consistent whole-school approach. Register now.

The first week of January isn’t just “back to school” - it’s one of the most effective behaviour intervention points of the entire year. In this episode, we explore how to harness the psychology of the Fresh Start Effect to reset classroom routines, rebuild relationships and help pupils begin the new term with confidence rather than shame.
You’ll discover:
• Why January works better than September for behaviour resets
• How to create whole-class “New Year resolutions” that shift identity, not just rules
• A powerful symbolic activity to help individual pupils let go of last term’s mistakes
• How to rebuild safety and trust with pupils who struggled in the autumn
• Practical ways to re-teach routines, reduce sensory overload and reset the emotional climate
• How January can lower PAIN-driven stress and improve SEMH outcomes across the class
Whether you’re a teacher, SENCO or school leader, this episode gives you a clear, needs-led roadmap for starting the term calmer and more connected - so your pupils can thrive from day one.
Perfect for any school looking to make January feel like a true fresh start, not “September, part two.”
Important links:
Get our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbook
Download other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources
Headteachers and deputies: Join our in-person event in Bradford
Where you'll learn practical ways to equip your team to handle SEMH challenges with confidence - so you can move from firefighting to a calm, consistent whole-school approach. Register now.

When a pupil goes from “fine” to “furious” because you asked them to correct one sentence, it’s easy to think they’re overreacting. But for many children with ADHD, even small corrections can feel like rejection - triggering intense emotional pain known as Rejection Sensitive Dysphoria (RSD).
In this episode of School Behaviour Secrets, you’ll learn what RSD actually is, why it’s so strongly linked with ADHD, and how it shows up in the classroom through explosive moments, sudden shutdowns, perfectionism, or quiet withdrawal.
You’ll learn how feedback can unintentionally trigger RSD, why some pupils take even gentle corrections to heart, and the practical shifts teachers can make to reduce distress, support emotional regulation, and keep expectations high. We also share two simple strategies you can use this week to prevent blow-ups and help pupils feel safe enough to learn.
If you’ve ever wondered, “Why did they react like that?” - this episode will give you the clarity and tools you need.
Important links:
Get our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbook
Download other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources
Headteachers and deputies: Join our in-person event in Bradford
Where you'll learn practical ways to equip your team to handle SEMH challenges with confidence - so you can move from firefighting to a calm, consistent whole-school approach. Register now.