Record observable facts first

Use the date, time, class or location, the event immediately before the incident, the learner behaviour you actually observed, and your immediate response. Avoid assumptions about motive or personality.

Keep the report short enough to sustain

For ordinary classroom records, five elements are a strong start: when and where; what happened; what you did immediately; who you informed; and what happened afterwards.

Separate the incident from the follow-up

One part is learner conduct. Another is the support process: who received the report, whether a parent was contacted, what management response followed, and whether the problem returned.

Repeated incidents should become a chronology

Add dated updates instead of rewriting the first incident every time.

Preserve relevant supporting material

Preserve relevant written reports and responses while respecting privacy and school requirements.

Professional note

Use applicable school, employer, departmental and professional procedures and obtain case-specific advice where appropriate.