The supplementary note uncovered the importance of educator-student relationships for understanding student behaviour and emotions based on the theory of humanism. Internal exclusion stifles this understanding while inducing disruptive behaviour evidenced by student statements that 'isolation doesn't teach you' as well as possible missed opportunities for student self-reflection during exclusion. Thus, the confrontational aspect of escalation along a chain of consequences may be mitigated if behaviour management policy predicates student's views and lived experiences. Engaging in a humanistic restorative conversion outside the classroom, to alert a student to imminent internal exclusion, opens an opportunity to spin internal exclusion as a harmonious workspace. Such attempts to involve students in behaviour management discussions cultivates acceptance of shared expectations and boundaries while instilling a sense of fairness and emotional self-awareness that serves to mitigate challenging behaviour. This allies with emerging practices that are attachment-aware and traumainformed . For instance, the post-instructional action of re-teaching within the tenet of sustainable learning offers a second chance for educators to adjust their instruction and for students to learn content . Also, despite its limitations, scripted instruction is useful for whole class engagement involving large class sizes if student choral responses are simple and concise.