1. INTRODUCTION & PURPOSE

Coaching South West is committed to creating a safe, respectful, and highly effective learning environment for all learners
and trainers. Our training is delivered to professional audiences (therapists, counsellors, and mental health workers) who are expected
to engage constructively.

This policy sets out how we manage disruptive or disinterested behaviour to ensure a positive experience for all participants.
It is designed to be supportive rather than punitive, with the aim of addressing concerns while preserving the learning experience
for the whole group.

This policy applies to all learners attending Coaching South West training sessions.

2. EXAMPLES OF DISRUPTIVE OR DISINTERESTED BEHAVIOUR

The following behaviours may be considered disruptive or disinterested:

Stating that they are only attending because they are obliged to by their employer (with a dismissive or resistant tone)
Lack of engagement or enthusiasm during group activities, discussions, or presentations
Dominating group discussions with comments and questions that are negative, irrelevant, counterproductive, or dismissive of others views
Visible signs of being under the influence of alcohol or drugs
Argumentative behaviour, hostility, or aggressive comments towards other learners or the trainer
Interrupting or talking over others repeatedly
Disrespectful or demeaning comments towards colleagues or the trainer
Consistently using the chat function (if on Teams/Zoom) to make disruptive, off-topic, or inappropriate comments
Repeatedly arriving late without apology or explanation, disrupting the group
Refusing to participate while being dismissive of the course content or other learners
Making derogatory comments about neurodiversity, mental health, or the course subject matter

Important Note:

Not all disengagement or quiet behaviour is disruptive. Some learners may be introverts, neurodivergent, or have legitimate reasons for
being quieter or less participatory. The focus of this policy is on behaviour that actively disrupts the learning experience of others,
not on individual differences in engagement style.

3. MANAGING DISRUPTIVE BEHAVIOUR – GUIDANCE FOR THE TRAINER

If you observe disruptive behaviour, choose one or a combination of the following strategies, depending on what feels most appropriate to the situation:

Step 1: Private Conversation (Preferred First Approach)

Seek to have a brief, private conversation with the individual away from the rest of the group (via private Teams chat,
after the session, or during a break).

Approach them in a calm, supportive manner. Example language:

“Hi [Name], I noticed you seemed disengaged during the last section.
Is everything okay? Is there anything I can do to support your learning experience today?
I want to make sure you are getting value from this training.”

OR (if behaviour is disruptive to others):

“Hi [Name], I want to check in with you. I noticed some of the comments earlier seemed quite dismissive of the topic.
I want to make sure we are creating a respectful space for everyone to learn. How can I support you to engage in a way that works for you?”

GOAL: Understand what is going on and address the behaviour collaboratively, not punitively.

Step 2: Reframe & Realign (If Initial Conversation Needed)

If the behaviour continues or if it is appropriate to do so in the conversation:

– Help them understand how their behaviour may impact the rest of the group’s learning experience
– Ask them what they would like to get from this training that would be most beneficial
– Explain what the training involves and align the content with their individual needs and goals
– Explore whether this course is the right fit for them, or if there might be a better alternative

Example:

“I understand this was not your first choice. Many of the people here are learning how to adapt their practice for autistic clients.
What would help you feel more invested in today? Are there specific aspects you are curious about, or concerns you have?”

GOAL: Re-engage them with the material and help them see the relevance.

Step 3: Clear Expectations & Offer to Continue

If disruptive behaviour has impacted the group, clearly outline expectations:

“I appreciate you engaging with me on this. For the rest of the session, I would like to ask that we all maintain a respectful tone
and let everyone have space to contribute. If you would like to continue, I would really value having you in the group.
If this does not feel like the right fit, we can explore other options.”

GOAL: Give them a clear choice and clear expectations if they continue.

Step 4: Offer Alternative Solutions (If Behaviour Persists)

If the disruptive behaviour continues despite the above approaches, offer alternative solutions:

Option A: Attend the session privately (1-to-1 at a later date) – arrange a separate session
Option B: Attend a different Coaching South West course that might be better aligned to their needs/interests
Option C: Request a refund and end their attendance at this session
Option D: Arrange a follow-up 1-to-1 coaching session to explore what they want to get from professional development

Example language:

“I can see this session is not quite what you were hoping for. Rather than having a session that is not working for either of us,
I would like to offer some alternatives. You could: [present options]. Which of these would feel most helpful to you?”

GOAL: Find a solution that preserves the group experience while respecting their needs.

4. SEVERE OR IMMEDIATELY DISRUPTIVE BEHAVIOUR

In cases of severe disruption (e.g., aggression, harassment, abusive language), the trainer may:

– Ask the individual to leave the session immediately
– Mute their audio/video if using Teams or Zoom
– Remove them from the meeting if necessary
– Follow up with a written email explaining the reason for removal
– Offer a refund and end the contract

This should be done calmly but firmly, prioritizing the safety of other learners and the trainer.

5. ESCALATION & FOLLOW-UP

Recording & Documentation:

– Document any significant disruptive incidents (date, time, behaviour, steps taken, outcome)
– Keep records in case further action is needed or if the delegate disputes what happened
– Use your Complaints Log to track if the incident is followed up by a formal complaint

Follow-Up Actions:

Send a brief email to the learner summarizing the conversation and any agreed next steps
If they choose to leave or are asked to leave, offer a refund if appropriate
If they have been asked to leave, explain how to raise concerns if they disagree (see Complaint Policy)
If severe harassment occurred, consider escalating to their employer (if they registered through their organization) or professional body

External Escalation:

If disruptive behaviour involves:
– Harassment or bullying of other learners
– Abuse or aggressive behaviour towards the trainer
– Breach of professional ethics
– Discrimination or disrespect based on protected characteristics

The trainer may escalate the concern to:
– The learner’s employer (if the course was booked through an organization)
– The relevant professional body (Association for Coaching, British Psychological Society, etc.)
– Law enforcement (in cases of serious threat or abuse)

6. TRAINER WELLBEING & SUPPORT

Managing disruptive behaviour can be challenging. The trainer is supported by:

– Having clear frameworks and language to use (as outlined in this policy)
– Taking breaks after difficult sessions
– Reflecting on what happened and learning for next time
– Seeking external support or advice if needed
– Access to supervision or mentoring if appropriate

The trainer’s wellbeing and safety are prioritized. No trainer should feel unsupported or blamed for disruptive incidents.

7. PREVENTIVE MEASURES

While this policy addresses managing disruptive behaviour, several preventive measures help reduce incidents:

– Clear expectations set at the start of the course (code of conduct, inclusive learning environment)
– Welcoming, accessible course design that helps learners feel engaged (see Accessibility Policy)
– Establishing a safe, non-judgmental learning environment
– Regular check-ins: “How is everyone finding this? Any questions or concerns?”
– Setting group agreements at the start: “Let us all commit to listening to each other respectfully”
– Modeling the behaviour you want to see (respectful tone, openness to questions, humility)
– Making the relevance of the content clear early on
– Offering choice and flexibility (cameras off, chat questions, movement breaks)

8. CONFIDENTIALITY & FAIR TREATMENT

All management of disruptive behaviour will:

– Be handled confidentially (not discussed with other learners)
– Be respectful and non-punitive in tone
– Assume good intent initially (people may be having a bad day, under stress, etc.)
– Give the individual opportunity to explain and respond
– Focus on the behaviour, not the person (“Your comments were disruptive” not “You are a disruptive person”)
– Offer support and alternative solutions, not just consequences
– Be fair and consistent (similar behaviour handled similarly)

If a learner believes they have been treated unfairly, they can raise a formal complaint (see Complaint Policy).

9. NEURODIVERSITY & ACCESSIBILITY CONSIDERATIONS

Some behaviours that might appear disruptive may be related to neurodiversity, mental health, or accessibility needs:

– Interrupting or rapid speech may be related to ADHD
– Dominance in conversation may be a way of processing or a sign of high engagement (not always disruptive)
– Lack of engagement may indicate the person is processing internally or has different social communication styles
– Seeming “rude” or blunt may be autistic communication style
– Anxiety or trauma responses may present as defensiveness or withdrawal

The trainer will:
– Consider neurodiversity and other factors before assuming disruptive intent
– Distinguish between neurodivergent communication and genuine disruptive behaviour
– Offer accommodations or adjustments if appropriate (e.g., “Would a private chat work better for you?”)
– See our Accessibility Policy for more on supporting neurodivergent learners

10. CONTACT & SUPPORT

For guidance on managing a specific disruptive situation or to discuss concerns:

Email: zoe@coachingsouthwest.com
Website: www.coachingsouthwest.com

If you are a learner who has concerns about a peer behaviour or about how you were treated:

See our Complaint Policy: www.coachingsouthwest.com/complaints
Contact: zoe@coachingsouthwest.com

11. POLICY REVIEW

This Disruptive Delegate Policy will be reviewed annually and updated based on:
– Incidents or feedback from training delivery
– Changes to professional standards
– Feedback from learners or trainers
– Changes to organizational context

Any significant changes will be communicated to learners and stakeholders.

________________________________________________________________________________

Approved and signed:

Zoe McFarlane
Director
Coaching South West
November 2025