WMS is pleased to share the impact of our Reflect behaviour intervention programme at two secondary schools in Hackney and Haringey, made possible thanks to generous funding from Linklaters LLP.
Reflect is a unique programme developed by WMS to help secondary school students at risk of exclusion build skills in emotional regulation, communication and resolving conflict. We have been delivering Reflect in schools and PRUs across London since 2012. It is fully games-based and peer-led, with more than 47 activities. There is currently nothing quite like it in the UK. In 2024, WMS received the Innovation Award at the National Mediation Awards, partly in recognition of Reflect’s impact.
Between November 2025 and February 2026, WMS facilitators worked with 18 students selected by their schools based on behavioural needs. Sessions gave participants space to explore past experiences, recognise emotions beneath anger, practise calming strategies, and learn healthier ways to communicate and manage conflict.
The sessions were confidential and non-judgemental (with the usual safeguarding exceptions), helping students feel safe to open up honestly. Participants also received take-home booklets so they could continue using the tools beyond the programme, including at home and in family relationships.
What changed for young people?
Three months after Reflect:
- 89% of participants showed improved behaviour scores.
- Schools reported students had become “much calmer”, shown “more maturity”, and responded more positively to conflict. Some students’ attendance has also improved since Reflect.
- Participants described using Reflect tools during conflict with parents, siblings, peers and teachers. Many said they’d been getting into less trouble at school since completing Reflect, and were now pausing before reacting and using I-statements to de-escalate situations.
- One school also shared internal behaviour data based on points given for incidents such as disruption, refusal to follow instructions, or conflict with staff and peers. Several participants received very few additional behaviour points after completing Reflect, and one received none at all.
Young people’s stories
Zara’s story
Zara showed a 40% improvement in her behaviour score. She began the programme very anxious, but gradually became more confident, joined activities and spoke about feeling misunderstood. By follow-up, she said: “I learnt how to control my anger towards myself and other people,” and said she would recommend Reflect to others struggling with confidence and conflict.
Elodie’s story
Elodie described Reflect as “a safe space” that made Wednesdays feel better and helped her talk about how she was feeling. She shared a recent success story of de-escalating conflict with her sister by calmly asking for space before later using I-statements to explain her feelings and needs.
Cara’s story
Since completing Reflect, Cara’s behaviour score improved by 71%, from “very challenging” to “minimally challenging.” School described this as “a real positive change,” sharing that she had been “fantastic since.” Cara said she had only been in isolation once since January and had not returned since.
Jamila’s story
Jamila’s behaviour score improved by 75%, with school describing her progress as “a real positive change and maturity.” Early in Reflect, she struggled with focus and inappropriate language. Over time, she became noticeably less confrontational. At follow-up, she explained that she was now using I-statements to de-escalate situations straight away: “I will try not to get excluded this term by not fighting.”
Tina’s story
Tina began Reflect as a disruptive participant who often used inappropriate language, but by session four she was making a conscious effort to stop swearing and said she looked forward to coming into school because of the programme. Her behaviour score later improved by 63%, with school reporting she had “shown more maturity” and “calmed a great deal.”
Young people’s feedback
Participants described Reflect as a safe space where facilitators “don’t give teacher energy,” helping them feel calmer, more understood, and better able to communicate during conflict. Several girls shared they looked forward to coming to school because of the programme, and some even requested mentorship from our facilitators:
“If it wasn’t for this [course], I wouldn’t have come into school today. Because of these sessions, I don’t crash out as much.”
“I’ve learned to tell people how I feel instead of arguing.”
“I’ve learned others’ triggers and how not to accidentally trigger them.”
“I’ve learned how to control my anger.”
“The workshop helps you to de-escalate situations in the future.”
“The workshop is a really calm and relaxed place where you can learn to express your emotions and feelings and learn about how to keep calm. It’s also very fun and the trainers are really nice.”
Why Reflect matters
According to the Centre for Social Justice, “England’s schools are in the midst of a behaviour crisis.” In 2025, 81% of teachers surveyed by NASUWT reported an increase in violent and abusive pupil behaviour, most commonly amongst 12-14-year-olds – the same age group targeted by Reflect.
Research by the Universities of Hull and Bristol also found that young people who are suspended or excluded from school are nearly 2.5 times more likely to become involved in violence compared to those who have not experienced suspension or exclusion.
These figures show why early intervention is so important. By helping young people develop emotional regulation and conflict resolution skills before situations escalate further, programmes like Reflect can improve outcomes not only for individual students, but also for their classmates, families and wider school communities.
WMS would like to thank Linklaters LLP once again for making this work possible.
