Positive Handling
Safe
Legal
Fully compliant with Department for Education positive handling guidance.
Practical
Confident
Why It Matters
Without Positive Handling training, staff face risks of injury, schools risk complaints and reputational harm, and pupils risk unsafe interventions.
01
Staff
Without positive handling training, staff may react inconsistently or unsafely under pressure, increasing stress, fear and personal liability.
02
School
Schools risk reputational damage, complaints, and inspection failures if they cannot demonstrate safe, compliant Positive Handling practice.
03
Pupils
Children—especially vulnerable pupils—may suffer avoidable harm or trauma when staff lack confidence in safe handling strategies.
Why Choose This Course
Our one-day Positive Handling course blends evidence, practice, and policy alignment to give schools complete peace of mind.
Evidence
Based on brain-science, trauma-informed practice, and national positive handling guidance.
Skills
Practical de-escalation and safe physical intervention strategies.
Support
Resources for sustainment and consistent school-wide positive behaviour practice.
Assurance
Inspection-ready evidence of safe behaviour management systems and compliant training.
Course Outline & Goals
Develop the awareness, judgement, and practical skills needed to prevent, manage, and survive high-risk lone working situations
Crisis Intervention & Self-Harm: Holding the Centre
This one-day training course is designed for school staff who work with children at risk of self-harming behaviours during times of crisis. The course combines evidence-based approaches with practical strategies to help staff confidently respond to and support students experiencing crisis.
Course Aim
To equip school staff with the knowledge, understanding, and practical skills needed to effectively respond to and support children who may present with self-harming behaviours during crisis situations, while maintaining a culture of dignity and respect.
Learning Outcomes
By the end of this course, participants will:
Know:
- The legal frameworks that govern interventions with children experiencing crisis, including duty of care and safeguarding responsibilities.
- The Seven Phases of Crisis (Kaplan Wheeler model) and how to identify where a child is in this cycle.
- Warning signs and risk factors associated with self-harming behaviours in school-aged children.
- Documentation requirements and post-incident procedures following a self-harm episode.
- How to access resources and support systems both within and outside the school environment.
Understand:
- The concept of “holding the centre” – maintaining emotional equilibrium and professional composure during crisis situations.
- The psychological drivers behind self-harming behaviours and their communicative function.
- The importance of trauma-informed, person-centred approaches when working with vulnerable children.
- The ethical considerations in balancing autonomy, safety, and duty of care when responding to self-harm.
- The impact of crisis situations on staff wellbeing and the importance of self-care and team support.
Be able to do:
- Apply effective non-escalation and de-escalation techniques specific to children experiencing distress.
- Implement a “first responder” incident management model during self-harm emergencies.
- Execute appropriate communication strategies for children in different phases of crisis.
- Conduct basic risk assessments in dynamic situations involving self-harm.
- Coordinate team responses to ensure safety while preserving dignity.
- Facilitate effective post-incident reviews and contribute to care planning.
Course Duration
One full day (6 hours) with pre-course online learning (90 minutes)
Target Audience
- Teaching staff in primary and secondary schools
- School counsellors and pastoral care staff
- Learning support assistants
- School leadership teams
- Boarding staff in residential educational settings
Learning Methodologies
This course utilises a blended approach combining:
- Scenario-driven training using the SCENA approach (research-informed and evidence-based)
- Interactive discussions and problem-solving based on real case studies
- Role-play of crisis communication techniques
- Team-based simulations of crisis response protocols
- Reflection and application planning for specific school contexts
Tailoring and Relevance
All training content is specifically designed for school staff working with children who may present with self-harming behaviours. Drawing from our experience with international schools in Barcelona and other settings, scenarios are customised to reflect real-world situations encountered in educational environments, with sensitivity to cultural and contextual factors.
Key Course Components
- Understanding Self-Harm in the School Context
This module explores the prevalence, forms, and underlying causes of self-harm among school-aged children. Participants will learn to distinguish between different types of self-harming behaviours and understand their function as communication or coping mechanisms. - Crisis Intervention Framework: The Seven Phases
Based on the Kaplan-Wheeler model, this module equips staff with a framework for understanding and responding to crisis behaviour. Particular emphasis is placed on recognising triggers and early intervention strategies to prevent escalation to self-harm. - “Holding the Centre”: Emotional Equilibrium in Crisis
This module, drawing from our core Dynamis materials, focuses on how staff can maintain their own emotional equilibrium when faced with distressing situations. Participants learn techniques for staying calm and focused, enabling them to make clearer decisions and provide better support. - Communication Strategies for Different Crisis Phases
Participants learn specific verbal and non-verbal communication techniques appropriate for each phase of crisis, from early triggers through to recovery. This includes both prevention-oriented approaches and crisis response language. - Team Response Protocols
This practical module covers the coordination of team responses during a self-harm incident, including clear communication, role allocation, and managing the wider school environment to maintain safety and privacy. - Post-Incident Support and Recovery
The final module addresses the crucial recovery phase after a self-harm incident, including debriefing processes, documentation, supporting the affected child’s return to school, and monitoring for potential contagion effects among other students.
Resources Provided
Participants receive:
- Comprehensive handbook with reference materials
- Crisis response checklists and decision-making guides
- Template risk assessment documents
- Access to online refresher resources
- Ongoing telephone support from our training team
Monitoring and Evaluation
Course effectiveness is measured through participant feedback, skill demonstration, and follow-up support. Schools are encouraged to develop an implementation plan for incorporating learning into policy and practice.
Drawing from our experience at schools across the world, we understand the unique challenges international schools face when managing crisis situations. Our approach emphasises building consistent team responses that work across cultural contexts while respecting individual dignity.
Summary
This comprehensive training provides school staff with the knowledge, understanding, and practical skills needed to effectively respond to self-harming behaviours in children. By focusing on the concept of “holding the centre,” the course empowers staff to maintain emotional equilibrium while providing supportive, dignified care during crisis situations.
Legal and Medical Review
All training content is legally reviewed to ensure it aligns with educational regulatory frameworks and safeguarding protocols. Physical intervention techniques are checked for medical safety and appropriateness in the school environment.
Trainer Qualifications and Credibility
Our trainers have extensive experience in both crisis intervention and educational settings, with specialisations in child and adolescent mental health. All trainers hold relevant qualifications in safeguarding, mental health first aid, and crisis prevention.
Reinforcement and Ongoing Learning
Schools receive follow-up support for implementing crisis response protocols, including templates for developing school-specific policies. Refresher modules are available online, and consultation services are provided for complex cases.
Responding to Crisis: Therapeutic Approaches for Children with Distressed Behaviors
Course Title: Responding to Crisis: Therapeutic Approaches for Children with Distressed Behaviors
A one-day training course for foster carers, adoptive parents, and social workers supporting children who may present with distressed, difficult, or dangerous behaviors during crisis situations.
Course Aim:
To equip caregivers and professionals with trauma-informed knowledge, understanding, and practical skills to respond appropriately and effectively when children in their care experience behavioral crises, while prioritizing safety, dignity, and therapeutic relationships.
Learning Outcomes:
By the end of this course, participants will:
Know:
- The neurobiological impact of trauma on a child’s brain development and stress response systems.
- The Seven Phases of Crisis (Kaplan-Wheeler) and the SCARF Model in relation to child behavior.
- Legal frameworks governing duty of care, safeguarding, and appropriate responses to challenging behaviors in home settings.
- Risk factors and warning signs that may precede distressed or dangerous behaviors.
Understand:
- The principles of trauma-informed care (safety, trustworthiness, choice, collaboration, empowerment, and cultural consideration).
- How a child’s past traumatic experiences can influence current behaviors and responses to stress.
- That behaviors serve as communication and have underlying meanings beyond what is immediately visible.
- The importance of caregiver self-regulation and emotional equilibrium during crisis situations.
- The difference between supportive interventions and coercive actions when responding to a child in crisis.
Be able to:
- Recognize pre-crisis warning signs and implement early intervention strategies.
- Apply effective non-escalation and de-escalation techniques specific to children with trauma histories.
- Demonstrate appropriate responses to different phases of crisis behavior.
- Implement trauma-sensitive approaches to help children regulate their emotions.
- Document incidents effectively and conduct therapeutic post-incident reviews with children.
- Practice self-care strategies to maintain personal wellbeing and prevent compassion fatigue.
Course Structure:
Morning Session:
- Understanding Trauma and Its Impact (90 minutes)
- The neurobiology of trauma and child development
- Categories of trauma and their manifestations in behavior
- How trauma affects a child’s ability to regulate emotions
- Trauma triggers and their role in behavioral crises
- The Crisis Cycle and Early Intervention (90 minutes)
- The Seven Phases of Crisis (Kaplan-Wheeler Assault Cycle)
- The SCARF Model of behavior drivers
- Recognizing pre-crisis indicators
- Creating safety plans and prevention strategies
Afternoon Session:
- Responding During Crisis (120 minutes)
- Non-escalation and de-escalation techniques
- Trauma-responsive communication strategies
- Setting boundaries while maintaining dignity
- Legal and ethical considerations for intervention
- Role of teamwork and support systems
- Recovery and Growth (90 minutes)
- Post-incident support and debriefing
- Therapeutic discussions about behaviors
- Documentation and reflection
- Self-care strategies for caregivers
- Building resilience in children and families
Learning Methodologies:
The course employs diverse teaching methods to accommodate different learning styles and maximize engagement:
- Interactive presentations with multimedia resources
- Small group discussions and problem-solving activities
- Scenario-based learning using realistic case studies
- Role play exercises to practice communication techniques
- Reflective practice and personal application planning
- Video demonstrations of effective responses to challenging situations
Tailoring and Relevance:
This training is specifically designed for those caring for children who have experienced trauma, particularly foster carers, adoptive parents, and supporting social workers. All scenarios and examples reflect realistic home situations and the unique challenges faced in these settings. The content acknowledges the delicate balance between setting boundaries, ensuring safety, and maintaining therapeutic relationships with vulnerable children.
Resources Provided:
- Comprehensive participant handbook with key concepts and strategies
- Crisis response planning templates
- De-escalation technique quick reference cards
- Self-care assessment and planning tools
- Access to online resources including instructional videos and additional reading materials
- Certificate of completion
Monitoring and Evaluation:
Course effectiveness will be measured through participant feedback forms, pre and post-training knowledge assessments, and follow-up support to ensure implementation in the home environment. Participants will develop personal action plans during the training to apply their learning to specific situations they face.
Trainer Qualifications:
Trainers have extensive experience working with traumatized children and their caregivers, with backgrounds in therapeutic parenting approaches and crisis intervention. They understand the unique challenges of managing behaviors in home environments while maintaining both the caregiver’s and child’s safety and wellbeing.
Reinforcement and Ongoing Learning:
Participants will be offered access to follow-up resources and community support options to reinforce learning and prevent skill decay. Refresher sessions and advanced topics are available as part of a continuing professional development pathway.
Half-Day Positive Handling: Supporting Children in Distress with Regulation-First Approaches
Course Aim
To equip school staff with the knowledge, understanding, and practical skills needed to effectively manage challenging behaviors in educational settings, using regulation-first approaches that prioritize dignity and respect while ensuring safety for all.
Learning Outcomes
By the end of this blended learning course, participants will:
Know:
- The context and legal basis of Positive Handling in schools, including Human Rights Act considerations
- The Seven Phases of Crisis (Kaplan Wheeler) and the SCARF Model for understanding dysregulated behavior
- Brain-based approaches to understanding trauma, ACEs, and challenging behaviors in children
- Legal frameworks including duty of care, necessity, and proportionality when supporting children in distress
- Risk factors and warning signs when working with dysregulated children in classroom settings
Understand:
- The core principle that every child experiencing distress should be treated with dignity and respect
- How staff Duty of Care should influence decision-making when managing incidents in school environments
- The difference between emergency and planned interventions for dysregulated behavior
- The ethical considerations in avoiding coercion and applying regulation-first approaches
- When it may be appropriate or necessary to hold a child, and when it may NOT be appropriate
- How to minimize risks when physical interventions are used as a last resort
Be able to do:
- Apply effective non-escalation and de-escalation techniques with children experiencing distress
- Demonstrate safe physical intervention skills, including prompting, escorting, and holds when necessary
- Execute personal safety and breakaway techniques in classroom environments
- Clearly articulate the rationale for different interventions using a regulation-first framework
- Apply good-practice guidance to common high-risk incidents in educational settings
Course Format
This intensive short-format course uses a blended flipped-classroom approach:
- Pre-course online learning (90 minutes): Participants complete foundational theory modules through our online learning management system (LMS), covering legal frameworks, theoretical models, and core principles of positive handling
- In-person training (3 hours): Intensive practical session focusing on scenario-driven training using the SCENA approach (research-informed and evidence-based), with hands-on practice of de-escalation techniques and physical skills
Target Audience
- Teaching staff in mainstream primary and secondary schools
- Staff in special educational needs settings
- Early years practitioners
- Learning support assistants
- School leadership teams
Training Methodologies
Our training combines multiple evidence-based approaches:
- Scenario-driven training using the SCENA approach
- Practical role-play of common school scenarios involving children with dysregulated behavior
- Interactive discussions and problem-solving around regulation-first strategies
- Physical skills practice in a supportive environment
- Video case studies and analysis of classroom situations
Tailoring and Relevance
This training is specifically designed for YOUR staff working with YOUR children who present with behaviors of concern. The course is customized based on a Training Needs Analysis to address your school’s unique environment, whether Early Years, Mainstream Primary, SEN contexts, Secondary Schools, or other educational settings.
Legal and Medical Review
Our training content is tactically effective, legally correct, and medically safe. All physical intervention techniques are developed with expert input and would withstand scrutiny in legal proceedings.
Trainer Qualifications and Credibility
All Dynamis trainers have extensive experience in education settings and are certified in positive handling techniques. Our trainers maintain current knowledge of legal frameworks and best practices in supporting children with complex needs.
Resources Provided
Participants will receive:
- Comprehensive digital handbook with reference materials
- Access to our online learning portal for 12 months
- Quick reference guides for classroom implementation
- Templates for incident reporting and reflection
Monitoring and Evaluation Plan
The effectiveness of this training will be measured through:
- Pre and post-course knowledge assessments
- Practical skills evaluations during the in-person session
Reinforcement and Ongoing Learning (optional extra)
To ensure sustained implementation and skill retention:
- Monthly micro-learning refreshers delivered via email
- Optional quarterly virtual Q&A sessions with trainers
- Access to case study libraries and scenario discussion forums
- Guidance for team leaders on conducting mini-refresher sessions
- Follow-up surveys at 3 and 6 months post-training
- Analysis of incident reports and outcomes in your setting
One Day Positive Handling for School Settings
Course Aim: To equip school staff with the knowledge, understanding, and practical skills to manage challenging behavior and physical confrontation with children safely, legally, and ethically, using brain-based approaches to understand dysregulation.
Learning Outcomes:
By the end of this course, participants will:
Know:
- The legal frameworks that govern physical interventions with children, including relevant legislation and duty of care in school settings.
- The key principles of crisis prevention and de-escalation using the Kaplan-Wheeler model of behavior crisis.
- Risk factors and warning signs associated with child dysregulation in classrooms, corridors, and playground environments.
- Documentation requirements for incidents involving physical interventions in educational settings.
Understand:
- The ethical considerations when implementing physical interventions with children experiencing dysregulation.
- The importance of maintaining dignity and respect throughout all interactions, recognizing trauma responses.
- How trauma-informed, brain-based approaches influence intervention strategies for dysregulated children.
- The distinction between planned and emergency interventions in classroom and corridor situations.
Be able to do:
- Apply effective verbal and non-verbal de-escalation techniques based on the phases of the Kaplan-Wheeler model.
- Demonstrate safe physical intervention skills appropriate for school staff working with children.
- Execute personal safety and breakaway techniques specific to classroom and corridor environments.
- Conduct post-incident reviews and reflection to improve future practice and support children’s emotional regulation.
Course Duration: One day (6 hours)
Target Audience: School staff who may encounter challenging behavior requiring physical intervention as part of their role with dysregulated children.
Learning Methodologies:
This course utilizes a blended approach of theoretical discussion on brain-based behavior models, practical demonstrations, and supervised skills practice. Participants will engage in scenario-based learning with ample opportunity for hands-on practice in simulated classroom and corridor environments.
Tailoring and Relevance:
All training content is specifically tailored to the unique challenges and situations faced by school staff in their educational setting. Case studies and scenarios are customized to reflect real-world situations involving dysregulated children in classrooms, corridors, and other school environments.
Legal and Medical Review:
All physical techniques taught are medically reviewed, legally defensible, and aligned with current best practice for managing children’s dysregulation. Techniques prioritize safety and minimal restriction while maintaining effectiveness in school settings.
Trainer Qualifications:
Courses are delivered by experienced instructors with extensive practical background in managing challenging behavior and physical interventions with children in educational environments.
Resources Provided:
Participants receive comprehensive handouts, quick reference guides to the Kaplan-Wheeler model, and access to follow-up support. Digital resources on brain-based approaches to children’s behavior are available for refresher purposes.
Monitoring and Evaluation:
Learning is assessed through observation of practical skills, knowledge checks on brain-based models, and scenario-based assessments in simulated classroom environments. Participant feedback informs continuous improvement of the course.
Reinforcement and Ongoing Learning:
Schools are supported to implement regular refresher sessions and practice opportunities. Follow-up coaching is available to strengthen implementation of de-escalation techniques and appropriate interventions for dysregulated children in the school environment.
Positive Handling Training Formats for Schools
At Dynamis, we understand that schools have varying needs, time constraints, and resources. To accommodate these differences, we offer five flexible training formats that ensure your staff receive the appropriate level of training in positive handling techniques.
1. Full Day Certified Training (6 Hours)
For teams who can find the time, this option gives your staff the most practice time and question/answer time with our trainers about the decision-making framework for physical interventions, focused on holding skills. This comprehensive approach provides:
- Complete coverage of de-escalation strategies and physical intervention techniques
- Maximum time for practical skills development and scenario-based learning
- In-depth exploration of legal frameworks and duty of care
- Assimilation of the legal ‘rules’ and long-term retention of physical skills
- Full certification upon successful completion
This format is ideal for INSET days, though be aware that these are typically booked well in advance.
2. Blended Learning (Online + 3 Hours In-Person)
This convenient Half-day or Twilight option blends online learning with an in-person training session and can be scheduled on any convenient date. The format includes:
- Mandatory pre-course study of ‘knowledge and theory components’ via our online learning system (approximately 90 minutes)
- A 3-hour in-person session for Q&A and physical skills development
- Flexible scheduling options – morning, afternoon, or twilight sessions
- Full certification upon successful completion
This option is perfect for schools that want training as soon as possible without needing to book a full INSET day.
3. Specialist Two-Day Course for Special Schools or Care Contexts
A comprehensive 2-day course which blends our unique Breakaway and Self-protection training with the 1-day Positive Handling course. This format is designed for:
- Teams working in very challenging environments (e.g., Respite Care)
- Staff supporting children with complex needs
- Environments requiring a wider variety of skills to deal with challenging behavior
- Settings where staff need more advanced techniques and practice time
This intensive course provides the correct level of skill development to handle the widest variety of challenging behaviour from distressed children.
4. 60- or 90-Minute Briefing Sessions
This is a briefing on the rules and principles only, with no physical skills development for the staff. Benefits include:
- Establishing a baseline understanding across the entire school
- Overview of legal frameworks and duty of care
- Introduction to de-escalation principles
- Can be delivered as a whole-school briefing first thing in the morning
- Often precedes more in-depth training for specialized teams
This format works well for creating a consistent understanding of positive handling principles across all staff members.
5. Video-Based Baseline Training for All Staff
Our video-based training course gives you confidence that all staff know what they need to know about their powers and duties regarding behavior, safety, and restraint or use-of-force. This option:
- Ensures consistent messaging across your entire organization
- Provides flexibility for staff to complete training at their own pace
- Covers essential legal and practical knowledge
- Creates a foundation for more advanced in-person training
- Helps maintain compliance with training requirements
This accessible format is ideal for ensuring all staff members have a basic understanding of positive handling principles.
Supplementary Training Options
In addition to our core positive handling formats, we also offer specialized training in:
- Success in Engaging with Parents: A workshop course teaching staff how to communicate effectively with parents during difficult conversations about behaviour, attendance, safeguarding, or other issues.
- Managing Behavior for Foster Carers/Adopters/Parents: Based on National Guidance for Fostering, this workshop provides strategies for carers dealing with children who may become a danger to themselves or others.
Why Choose Dynamis Training?
Our training is delivered by qualified professionals and is:
- Accredited by the Institute of Conflict Management (ICM)
- Legally and medically audited for safety
- Tailored to your specific school environment and needs
- Scenario-driven for maximum relevance and application
- Focused on dignity and respect while ensuring safety for all
For more information or to discuss which training format would best suit your school’s needs, please contact our training advisor at 0844-812-9795 or info@dynamis.training.
SEND Training: Supporting Children with Special Needs in Education Settings
Course Aim:
To equip SEND staff with the knowledge, understanding, and practical skills needed to effectively support children with special needs (autism, ADHD, trauma, attachment issues, ACEs) who experience distress in educational environments due to overwhelm or over-stimulation.
Learning Outcomes:
By the end of this 2-day course, participants will:
Know:
- The biopsychosocial approach to understanding behaviour as communication
- Common signs of dysregulation in children with special needs
- The neurobiological impacts of trauma, autism, ADHD, and attachment issues
- The six domains of stressors (biological, emotional, cognitive, social, prosocial, language/communication) that can lead to dysregulation
- Legal frameworks governing duty of care in educational settings
- The phases of the Kaplan-Wheeler crisis behaviour model
Understand:
- How trauma affects behaviour and learning, and why trauma-responsive approaches are essential
- The importance of viewing all behaviour as communication, often signalling unmet needs
- The principles of regulation-first approaches and the adult’s role as a co-regulator
- How environmental factors in school settings can trigger dysregulation
- Why “flipping the lid” or fight/flight/freeze responses occur during dysregulation
- The relationship between sensory processing and behavioural responses
Be able to do:
- Identify early warning signs of distress and dysregulation
- Implement effective co-regulation techniques for different age groups
- Conduct basic environmental assessments to identify potential triggers
- Adjust environmental factors that may contribute to dysregulation
- Apply non-escalation and de-escalation techniques
- Model calm, regulated behaviour during stressful situations
- Implement at least three proactive strategies to prevent escalation
- Use visual supports to enhance understanding and predictability
Learning Methodologies:
The course employs varied methodologies including direct instruction, guided discussion, scenario-based learning, role play, and reflective practice. Participants will engage in practical exercises to build confidence in applying regulation-first approaches in real-world situations.
Tailoring and Relevance:
Content is specifically designed for SEND staff working in educational settings. All scenarios and examples reflect realistic school situations with children experiencing various special educational needs, including autism, ADHD, trauma responses, and attachment issues.
Resources Provided:
Comprehensive participant handbook, digital resource hub with visual supports, environmental assessment tools, regulation strategy cards, and ongoing digital community support for continued professional development.
Course Duration
2 days
Target Audience
SEND staff working in educational settings supporting children with special educational needs including autism, ADHD, trauma responses, and attachment issues.
Legal and Medical Review
All strategies and techniques taught in this course have been reviewed to ensure they are legally compliant with educational frameworks and medically safe for implementation with children with special needs.
Trainer Qualifications and Credibility
Trainers have extensive experience in both SEND education and crisis prevention, with experience in trauma-informed approaches, autism support, and positive behaviour management techniques.
Monitoring and Evaluation Plan
Effectiveness will be measured through pre and post-course knowledge assessments, participant feedback forms, and follow-up evaluation of implementation success in educational settings. Data will be used to continuously refine and improve course content.
Reinforcement and Ongoing Learning
Learning will be reinforced through regular check-in sessions, access to the digital resource hub, and facilitated peer discussion groups. Participants will be encouraged to document case studies and share successful interventions through the online community platform.
Engaging with Parents: Half-Day Training Course
Course Aim
To equip school staff with the knowledge, understanding, and practical skills needed to manage challenging interactions with parents effectively, maintaining professionalism and achieving positive outcomes even in difficult situations.
Learning Outcomes
By the end of this course, participants will:
Know:
- The legal framework governing school-parent interactions, including duty of care principles.
- The Seven Phases of Crisis (Kaplan Wheeler model) as applied to parent interactions.
- Common triggers that lead to parental resistance, frustration, or confrontation.
- The SCARF Model (Status, Certainty, Autonomy, Relatedness, Fairness) and how it applies to parent communication.
- School policies and procedures for managing challenging parent interactions.
Understand:
- The underlying causes of parental resistance to school interventions.
- The importance of maintaining dignity and respect throughout difficult conversations.
- How personal emotional equilibrium affects conflict management outcomes.
- The difference between reactive responses and preplanned approaches to challenging situations.
- The impact of trauma, stress, and vulnerability on parental behavior.
Be able to do:
- Apply non-escalation techniques to prevent potential conflicts with parents.
- Demonstrate effective de-escalation strategies when parents become upset or frustrated.
- Use appropriate proxemics, body language, and verbal techniques to manage tension.
- Listen with empathy to resolve problems and complaints from parents.
- Redirect conversations when parents become abusive or negative.
- Implement the “Universal Greeting” approach for initial contacts with upset parents.
- Apply the “Showtime Mindset” to maintain professional composure under pressure.
- Mobilize appropriate support from colleagues when needed.
- Achieve closure and repair relationships after difficult interactions.
Course Structure and Methodology
This half-day training course (3 hours) combines theoretical frameworks with practical scenario-based learning. Using our SCENA methodology, participants will engage with increasingly complex versions of realistic parent interaction scenarios.
Pre-Course Component:
90 minutes of online pre-course work introducing fundamental concepts in conflict management and parent engagement.
In-Person Component:
3-hour interactive workshop focused on practical application through:
- Scenario-driven exercises based on common challenging parent interactions
- Role-play opportunities to practice de-escalation techniques
- Team-building activities to strengthen collaborative approaches
- Guided reflection on communication strategies
Key Course Elements
Conflict and Behaviour Management
- Core Values: Dignity and Respect in all parent interactions
- Developing Preplanned Responses to common parent concerns
- Recognizing Triggers and Cues for parental distress
- Maintaining Emotional Control through the “Showtime Mindset”
- Effective use of Proxemics and Body Language
- Applying the Universal Greeting for initial contacts
- Empathetic Listening techniques for parent complaints
- Strategies to Redirect Negative Behavior
- Recognizing Vulnerability factors in parents
- Taking Appropriate Action when verbal approaches fail
- Techniques for Relationship Repair after difficult interactions
- Ethical Teamwork approaches to challenging parent situations
Resources Provided
Participants will receive:
- Comprehensive digital handbook with strategies and reference materials
- Access to our online resource folder with templates for parent communication
- Policy development guidance for managing challenging parent interactions
- Certificate of completion
Monitoring and Evaluation
Course effectiveness will be measured through:
- Pre and post-course knowledge assessment
- Practical skills demonstration during scenarios
- Follow-up evaluation of implementation in real workplace situations
Course Duration
Half-day (3 hours), optional 90 minutes of online pre-course work.
Target Audience
School staff who interact with parents, including teachers, administrators, and support staff who need to effectively manage challenging parent interactions.
Learning Methodologies
This course employs a blend of theoretical instruction and practical application using our SCENA methodology. Learning methods include interactive workshops, scenario-driven exercises, role-play opportunities, team-building activities, and guided reflection sessions.
Tailoring and Relevance
This training is specifically designed and tailored to address the unique challenges faced by school staff when engaging with parents in difficult situations. Content is customized to reflect the specific contexts, policies, and scenarios relevant to educational settings.
Legal and Medical Review
All approaches and techniques taught in this course have been reviewed to ensure they are legally appropriate within educational settings and align with best practices for managing challenging interactions while maintaining dignity and respect.
Trainer Qualifications and Credibility
Our trainers have extensive experience in both education and conflict management, bringing practical knowledge and credibility to the training experience. All trainers have worked directly with schools and understand the unique challenges of parent-school relationships.
Reinforcement and Ongoing Learning
Following the course, participants will receive access to additional resources and follow-up materials to reinforce learning. Optional refresher sessions and coaching are available to ensure skills are maintained and developed over time.
5-Day Relationships, Crises and Responses Trainer Development Course
This comprehensive 5-day trainer development programme is designed to equip trainers with the knowledge, understanding, and practical skills needed to deliver effective training in positive handling and positive behaviour interventions, with a focus on dignity, respect and person-centred approaches.
Course Aim:
To develop skilled trainers who can confidently teach staff teams to manage challenging behaviour effectively through non-escalation, de-escalation, and where necessary, safe physical interventions, whilst maintaining the dignity and rights of all involved.
Learning Outcomes:
By the end of this course, participants will:
Know:
- The relevant articles of the Human Rights Act and legal frameworks relating to duty of care, necessity, and proportionality.
- The Seven Phases of Crisis (Kaplan Wheeler model) and the SCARF Model of conflict triggers.
- The principles of trauma-informed practice and their application in behaviour management.
- Risk factors and warning signs in physical interventions, including medical considerations.
- The key elements of effective course design and delivery methodologies.
- Comprehensive documentation requirements for training delivery and certification.
Understand:
- The importance of treating every person with dignity and respect, particularly during moments of disagreement or crisis.
- The ethical considerations in avoiding coercion and unnecessary restrictions.
- The difference between emergency and planned interventions and their appropriate applications.
- How trauma affects behaviour and the importance of trauma-responsive approaches.
- The principles of the SCENA training framework for effective skills transfer to the workplace.
- The importance of continuous improvement through post-incident reviews and reflective practice.
Be able to:
- Design and deliver training sessions using the ‘complex whole’ approach to increase skills transferability.
- Demonstrate and teach effective non-escalation and de-escalation techniques.
- Demonstrate and teach safe physical intervention skills, including prompting, escorting, and holds.
- Execute and teach personal safety and breakaway techniques.
- Assess learner competence using appropriate assessment methodologies.
- Create scenario-based learning experiences that reflect real-world challenges.
- Provide targeted feedback to learners that improves their practice.
- Complete all required training documentation to professional standards.
Daily Course Structure:
Day 1: Foundations and Legal Framework
Know:
- Legal frameworks including duty of care, necessity, and proportionality
- Human Rights Act relevant articles
- Core principles for ethical physical interventions
Understand:
- The importance of dignity and respect in all interactions
- How values and attitudes influence intervention decisions
- The principles of the SCENA training approach
Do:
- Articulate the rationale for different interventions
- Analyse scenarios for appropriate intervention options
- Begin to design training elements using the ‘complex whole’ approach
Day 2: Understanding Behaviour and Communication
Know:
- The Seven Phases of Crisis (Kaplan Wheeler model)
- The SCARF Model and conflict triggers
- Principles of trauma-informed practice
Understand:
- How behaviour serves as communication
- The impact of trauma on behaviour and regulation
- The importance of non-escalation strategies
Do:
- Demonstrate effective non-escalation techniques
- Apply de-escalation skills in role-played scenarios
- Create and deliver micro-teaching sessions on communication skills
Day 3: Physical Skills Development
Know:
- Risk factors and warning signs in physical interventions
- Medical considerations and contraindications
- Physical skills progression and safety parameters
Understand:
- The difference between emergency and planned interventions
- The importance of proportionality in physical responses
- How to maintain dignity during physical interventions
Do:
- Demonstrate safe prompting and escorting techniques
- Execute personal safety and breakaway skills
- Practise lower-risk protective interventions (straight arm, bent arm)
- Begin coaching others in physical skills execution
Day 4: Advanced Physical Skills and Training Delivery
Know:
- Advanced physical intervention techniques and their applications
- Methods for assessing learner competence in physical skills
- Approaches to tailoring physical interventions to specific contexts
Understand:
- How to create safe practice environments for physical skills
- The importance of progressive learning in skills development
- How to provide targeted feedback during physical skills practice
Do:
- Demonstrate higher-risk protective interventions with safety controls
- Coach peers through complex physical skills sequences
- Deliver micro-teaching sessions on physical intervention techniques
- Assess peer competence using established criteria
Day 5: Trainer Assessment and Certification
Know:
- Documentation requirements for training delivery
- Quality assurance processes for maintaining standards
- Post-incident review methodologies
Understand:
- The SCENA Trainer Assessment Framework criteria
- Different certification levels (Lead, Team, Assistant) and their requirements
- The importance of continuous professional development
Do:
- Deliver complete training segments integrating theory and practice
- Complete all required documentation for course delivery
- Demonstrate competence across the SCENA assessment framework
- Receive certification at appropriate level (Lead, Team, or Assistant)
Learning Methodologies:
The course employs a scenario-driven training approach called SCENA, which focuses on creating “an increasingly complex version of the whole task” where “the event becomes the curriculum.” This research-informed methodology ensures high transferability to workplace contexts through:
- Scenario-based learning that replicates real-world challenges
- Extensive physical skills practice with targeted feedback
- Micro-teaching opportunities with peer and instructor feedback
- Reflective practice through group discussions and individual assessments
- Progressive learning that integrates theory and practice throughout
Trainer Qualifications and Credibility:
This course is delivered by experienced trainers with extensive background in positive handling and behaviour management. All trainers are certified to deliver this programme and have practical experience in managing challenging behaviour in various settings.
Resources Provided:
- Comprehensive trainer manual with session plans and resources
- Access to online resources for continued learning
- Example documentation templates for course delivery
- Certification upon successful completion
- Ongoing support through the first year of delivery
Certification Process:
Participants will be assessed throughout the course on their knowledge, understanding, and practical skills. Upon successful completion, they will be certified as either:
- Lead Instructor: Can teach independently and is very capable
- Team Instructor: Should teach with a colleague and is competent with some gaps in training capability
- Assistant Instructor: Must teach with a Lead Instructor or higher and has some gaps in knowledge or understanding
The certification includes a first-year licence to deliver the programme, with annual renewal options available.
Monitoring and Evaluation:
Ongoing evaluation of trainer effectiveness will be conducted through:
- Participant feedback forms from delivered courses
- Analysis of incident data pre- and post-training
- Annual refresher and recertification opportunities
- Peer review and observation during initial course delivery
This comprehensive approach ensures that trainers not only develop the necessary skills but continue to refine their practice to deliver high-quality training that makes a real difference in behaviour management outcomes.
Two-Day Positive Handling & Behaviour Support
Course Aim
To equip school staff with the knowledge, understanding, and practical skills needed to effectively support, care for, and educate children who present with behaviours of concern and may experience crisis when unable to cope.
Learning Outcomes
By the end of this two-day course, participants will:
Know:
- The relevant legal frameworks including duty of care, necessity, and proportionality principles.
- The Kaplan-Wheeler model and the 7 phases of crisis behaviour.
- Warning signs and risk factors associated with escalating behaviour.
- Health and safety implications of managing challenging behaviour.
- The difference between planned and emergency interventions.
- Manual handling principles to reduce injury risk.
Understand:
- The principles of trauma-informed care and person-centered approaches.
- Behaviour as a form of communication.
- The importance of maintaining staff wellbeing and emotional equilibrium.
- The impact of survival hormones and perceptual narrowing during crisis situations.
- The ethical considerations in avoiding unnecessary restrictions.
- The rationale behind different intervention strategies based on behaviour phases.
Be able to do:
- Identify triggers and early warning signs of distress.
- Apply effective non-escalation and de-escalation techniques.
- Demonstrate safe physical intervention skills, including prompting and escorting.
- Execute personal safety and breakaway techniques.
- Respond appropriately to various challenging behaviours (e.g., kicking, head-butting, spitting).
- Safely disengage from physical interventions.
- Document incidents properly and participate in effective debriefing processes.
- Clearly articulate the rationale for interventions used.
Course Structure
Pre-Course Online Learning (90 minutes)
Prior to attending the in-person sessions, participants will complete online modules covering:
- Introduction to legal frameworks and duty of care
- The Kaplan-Wheeler model of crisis behaviour
- Health and safety considerations
- Principles of reasonable force
Day 1: Understanding and Prevention
Morning Session (3 hours)
- Welcome and introduction to core values: dignity and respect
- Trauma-informed approaches to behaviour support
- Understanding the 7 phases of crisis behaviour in detail
- Identifying triggers and early warning signs
- Practice: Observation and assessment of behaviour phases
Afternoon Session (3 hours)
- Proxemics – managing distance, position, and body language
- Communication strategies for de-escalation
- Practice: Verbal and non-verbal de-escalation techniques
- Scenario-based role play: Responding to escalating situations
- Day 1 review and reflection
Day 2: Intervention and Recovery
Morning Session (3 hours)
- Review of Day 1 learning
- Physical intervention principles and safety considerations
- Demonstration and practice: Safer approach and positioning
- Practice: Prompting and escorting techniques (front and back)
- Practice: Control principles including clothing grips, wrist holds, and straight arm holds
Afternoon Session (3 hours)
- Managing challenging situations: Responding to specific behaviours
- Team approaches to intervention
- Post-incident procedures: Recording, reporting, and debriefing
- Staff wellbeing and support strategies
- Final assessment and certification
Learning Methodologies
This training uses the SCENA approach – a scenario-driven, research-informed methodology that focuses on realistic situations school staff may encounter. The training includes:
- Interactive discussions and problem-solving
- Practical role-play of common school scenarios
- Physical skills practice in a supportive environment
- Coaching feedback from experienced trainers
Tailoring and Relevance
The training content is specifically designed and tailored to the roles and challenges faced by school staff working with children who present with behaviours of concern. Scenarios and examples will be adapted to reflect participants’ specific working environment and the needs of the children they support.
Legal and Medical Review
All physical intervention techniques taught are tactically effective, legally correct, and medically safe. The training content is regularly reviewed by legal and healthcare professionals to ensure it meets current standards and would withstand scrutiny in legal proceedings.
Trainer Qualifications
All trainers are experienced professionals with backgrounds in education, behaviour support, and crisis management. They hold relevant qualifications and have extensive practical experience in supporting children with challenging behaviours.
Resources Provided
Participants will receive:
- Comprehensive course handbook
- Access to online resources folder with templates, guidance documents, and instructional videos
- Policy development support
- Post-course telephone support for safety queries
Monitoring and Evaluation
Course effectiveness will be measured through:
- Pre and post-course knowledge assessments
- Practical skills demonstration and assessment
- Participant feedback and satisfaction surveys
- Follow-up support to evaluate implementation in the school environment
Reinforcement and Ongoing Learning
To ensure skills are maintained and developed:
- Access to refresher materials online
- Recommended 12-month refresher training
- Guidance for team practice sessions between formal training
- Support for developing internal champions to sustain good practice
Whole School Briefing: Responding to Crisis Behaviours
Course Aim:
To equip school staff with essential knowledge, understanding, and skills to respond appropriately and effectively when supporting children who present with crisis behaviours.
Duration: 60-90 minutes
Learning Outcomes:
By the end of this briefing, participants will:
Know:
- The “7 Phases of Crisis Behaviour” framework (Kaplan-Wheeler model)
- Common triggers and warning signs of escalating behaviour
- Brain-based responses to safety and crisis situations
- Legal frameworks including duty of care, necessity, and proportionality
Understand:
- The difference between a person in conflict and a person in crisis
- The principles of trauma-informed care and its impact on behaviour
- The importance of maintaining staff emotional equilibrium during incidents
- The value of creating a culture of dignity and respect
Be able to do:
- Identify the phases of crisis behaviour as they develop
- Apply basic non-escalation and de-escalation techniques
- Respond with appropriate strategies during the resolution phase
- Contribute to post-incident review and recovery processes
Briefing Structure:
1. Introduction (10 minutes)
- Welcome and briefing overview
- Establishing a shared understanding of crisis behaviour in educational settings
- Building a culture of dignity, respect, and kindness at school
2. Understanding Crisis Behaviour (20 minutes)
- The Kaplan-Wheeler 7 Phases of Crisis model
- Brain function during crisis (fight, flight, freeze responses)
- The SCARF model and how it influences human behaviour
- Recognizing triggers and early warning signs
3. Responding Effectively (20 minutes)
- Non-escalation strategies for baseline and triggering phases
- De-escalation techniques for escalation phase
- Options for engagement or disengagement during crisis phase
- Approaches for the resolution and recovery phases
4. Legal and Ethical Considerations (10 minutes)
- Duty of care and decision-making principles
- Principles of reasonable force when necessary
- Documentation and reporting requirements
5. Practical Application and Next Steps (10-20 minutes)
- Scenario-based discussion: Applying the framework to real situations
- Resources available for further support
- Pathways to more in-depth training for specific staff
- Q&A session
Learning Methodologies:
- Interactive presentation with visual aids
- Group discussion and collaborative problem-solving
- Scenario-based learning using school-specific examples
- Reflection on current practices and improvement opportunities
Expected Outcomes:
- Enhanced staff confidence in managing challenging behaviour
- Improved understanding of crisis behaviour patterns
- Development of a common language and approach across the school
- Reduced incidents of crisis escalation through early intervention
- Better support for students with additional needs
This briefing serves as an introduction to crisis behaviour management and should be complemented by more intensive training for staff who regularly work with students displaying challenging behaviours. Follow-up workshops focusing on practical skills and team-based approaches are recommended for comprehensive staff development.
Crisis Response for Schools: An Online Training Course for Staff
This 90-minute online training course delivered through our Learning Management System equips school staff with essential knowledge and skills to respond appropriately and effectively when children present with crisis behaviors. Using the Know, Understand, Do (KUD) framework, this course combines video presentations and knowledge check exercises to ensure comprehensive learning.
Course Overview
The course focuses on providing school staff with a foundation in crisis behavior recognition, prevention, and appropriate response techniques. Participants will complete interactive modules covering legal frameworks, behavior phases, de-escalation strategies, and best practices for maintaining safety in educational environments.
Learning Outcomes
By the end of this course, participants will:
Know:
- The Kaplan Wheeler model of Crisis Behavior and the 7 phases of crisis behavior
- Relevant legal frameworks including duty of care, necessity, and proportionality principles
- Health and Safety implications including Duty of Employer (Section 2) to Staff and Duty of Employer to Others (Section 3)
- The principles of reasonable force and when it should (and should NOT) be used
- Risk factors associated with physical interventions and warning signs
Understand:
- The importance of non-escalation and using primary prevention strategies wherever possible
- How trauma impacts baseline behavior and triggers escalation
- The difference between emergency and planned interventions
- The effects of survival hormones and perceptual narrowing during crisis situations
Be able to do:
- Recognize pre-incident indicators and signs of escalating behavior
- Apply effective non-escalation and de-escalation techniques
- Identify appropriate responses for different phases of crisis behavior
- Make informed decisions about when physical intervention might be necessary
- Document and report incidents appropriately
Course Structure and Content
Module 1: Understanding Crisis Behavior (25 minutes)
- Video Presentation: Introduction to the Kaplan Wheeler model of Crisis Behavior
- Interactive Diagram: The 7 phases of crisis behavior
- Video Case Study: Recognizing triggers and early warning signs
- Knowledge Check: Identifying behavior phases and appropriate responses
Module 2: Legal and Ethical Frameworks (20 minutes)
- Video Presentation: Duty of Care and Decision Making
- Animated Explainer: Principles of Reasonable Force
- Case Study: When force should never be used
- Knowledge Check: Applying legal principles to scenario-based questions
Module 3: De-escalation Strategies (25 minutes)
- Video Demonstration: Effective verbal and non-verbal de-escalation techniques
- Interactive Exercise: Recognizing vulnerability and using special needs strategies
- Video Case Study: Redirecting negative behavior
- Knowledge Check: Selecting appropriate de-escalation approaches
Module 4: Risk Management and Documentation (20 minutes)
- Video Presentation: Understanding injury risks and physical intervention hazards
- Flowchart: Decision-making process for crisis situations
- Demonstration: Proper documentation and reporting procedures
- Final Knowledge Check: Comprehensive assessment covering all modules
Delivery Method
This course is delivered through our Moodle Learning Management System, which tracks participant progress including:
- Login times and duration
- Time spent on each learning module
- Video viewing completion
- Quiz attempts and scores
Participants must achieve a minimum score of 80% on each knowledge check to be certified as having completed the course.
Learning Methodologies
Our online training format is designed to create baseline knowledge and understanding of key theoretical ideas and guidance which learners can leverage to make better decisions in real-world situations. The concept is to ‘flip the classroom’ so that core knowledge material is introduced before any in-person training, giving learners and trainers the most efficient use of their time together.
Reinforcement and Follow-Up
This 90-minute online course serves as a foundation for understanding crisis behaviors and appropriate responses. For comprehensive skills development, this course should be complemented with in-person physical skills training, as physical intervention techniques cannot be effectively taught or assessed online.
Upon completion, participants will have access to our resources folder containing guidance documents and templates that support the implementation of positive handling policies and procedures.
NOTE: While this online course provides essential knowledge and understanding, physical intervention skills must always be delivered in person so that staff can experience and understand holding tactics under proper assessment from a qualified trainer.
Proven Impact
“The best Positive Handling training we’ve had — practical, professional, and immediately applicable in our classrooms.”
Headteacher, SEN School
Our Support
From first call to refresher training, we guide you with expertise, empathy and reliable, responsive service.
Your Path
Simple, clear steps
1
Enquire and assess needs
2
Book and train staff
3
Embed with CPD support
Report – Managing Behaviours of Concern and Workplace Risk in UK Schools
Frequently Asked Questions
Who needs this training?
Is the course certified?
How long is the course?
Is it trauma-informed?
How do we book?
Guides
Download our Positive Handling starter guide for schools.
Contact Us
Ready to explore Positive Handling training for your staff team? Let’s talk today.