When several secondary pupils show lower attention and self-regulation scores, a short coaching group can teach routines they then use in lessons. Screening scores indicate an area for support, not a diagnosis.

A useful group needs a defined target. Difficulty beginning work, maintaining attention, responding too quickly and returning after distraction should not be collapsed into a generic study-skills group.

Define each pupil's target

Collect observations from several subjects and the pupil's view. Record the task, demand, behaviour, prompt and outcome. Consider language, prior knowledge, sleep, anxiety, sensory factors and workload.

Choose one observable target per pupil, such as:

• starting an agreed task after one cue;

• using a reset routine after distraction;

• pausing to check the question before responding;

• completing a planned work section before reviewing progress.

Teach and rehearse a practical routine

Model the routine using real secondary work. For example:

1. identify the next required action;

2. remove or record competing demands;

3. work for a realistic section;

4. use a discreet cue to pause and check;

5. restart or adjust the plan.

Pupils can rehearse together while using different subject examples and targets. Avoid generic games that do not transfer to lessons.

Coordinate across subjects

Agree one discreet cue and a small set of prompts. Explain the routine to relevant teachers and identify where it should be reinforced. The intervention should fit around curriculum demands and should not rely on repeated public reminders.

Record each pupil's target, baseline, who runs the sessions, the lessons where the routine will be used, the review date and what will count as success. A typical pattern is four to six pupils, one or two sessions of 20 to 30 minutes a week. How long the group runs depends on how much support each pupil needs, and the school decides where it fits and when to review progress (many schools review after six to eight weeks). If you can, rotate the time slot so pupils don't keep missing the same lesson.

Monitor and fade

Track starts, returns to task, work completion and prompt dependence. Check whether the routine transfers across lessons and whether the pupil finds it useful. Reduce adult cues as independent use develops.

If substantial difficulty persists across contexts despite consistent implementation, complete a fuller individual assessment rather than assuming the group needs more of the same.

Guidance and resources

• EEF: Metacognition and Self-Regulated Learning: free guidance on modelling a strategy, prompting its use and fading support.

• SEND guide for schools: DfE guidance on the graduated approach to support.

This intervention teaches usable classroom strategies. It does not replace assessment where the pattern remains severe or unclear.