University of Exeter
Tools for Schools
Splat (putting it behind me)

Splat (putting it behind me)

Key Points

This strategy is to support the student in moving on after a disagreement or conflict. It introduces a code-word ("splat") that means the conversation, activity or topic must stop

How is this tweaked for flex?

The children flex is designed for may find it hard to move on, or may get stuck in patterns of negative interactions with others. Having a code word that is definitive can help children to know when to seek help, and gives them (or you!) the agency to end other interactions as well

  • This is a whole class or individual strategy- look through and adapt the ‘splat lesson plan’ to your class
  • We suggest using the term “splat” to signal it is time to move on, but you and your students can pick a term that suits them and you!
  • Use the lesson and activity plan ideas to hold a discussion on what to do when people disagree in the class, students can use the disagreement lesson worksheet 
  • Introduce the idea of a key word that can be used between classmates when a disagreement has happened that they need adult help to resolve
  • Tell other staff and the toolkit student's trusted adults about the approach so that they understand what to do if students come to them
  • Show and discuss the splat flowcharts (completed and self-complete versions) to support students to understand when to use ‘splat’
  • Use these flowcharts when a conflict situation has occurred to reflect
  • When students start using ‘splat’ and come to you to resolve a conflict, use specific praise for them recognising that they needed adult input (see examples of specific praise)
  • Depending on the student, there might be a lot of splat moments or just a couple
  • Use the reflection template to note down when they have used splat successfully, and when it could have been used but wasn’t (perhaps because the student forgot)
  • After one week, consider how well splat is working by looking at your reflection template
  • Think about what could make it work better or what obstacles you have come across
  • Make a plan for changing or adapting what you can based on this, talk it through with your SENCo or a colleague to get their input