As educators, we already use psychology every day. In the pauses we allow, the way we look at pupils when they speak, the moments we choose to wait rather than step in. Often, we do these things instinctively—without naming them or noticing their impact.
Video Interaction Guidance (VIG) and Video Enhanced Reflective Practice (VERP) are evidence‑based approaches that help adults notice these relational moments and build on them intentionally. Even when schools cannot commission the full intervention, the psychological principles underpinning VIG and VERP are highly transferable and can be used in everyday classroom practice.
This piece shares some of those principles and translates them into practical ideas that educators can use straight away.
What VIG and VERP are really about (in psychological terms)
At their core, VIG and VERP focus on attunement—the adult’s capacity to notice a child’s verbal and non‑verbal cues, respond contingently, and stay emotionally present.
Developmental research shows that these moment‑by‑moment patterns of interaction shape children’s emotional regulation, communication and sense of self (Groh et al., 2017). From infancy onwards, children build an internal “blueprint” of how relationships work based on whether their signals are noticed, understood and responded to.
VIG and VERP make these processes visible. By slowing interactions down and focusing on moments where communication is already working, adults can strengthen sensitivity, responsiveness and confidence (AVIGuk, 2026).
Key relational ideas educators can use straight away
1. Notice before you try to fix
In busy classrooms, it is natural to move quickly into instruction, correction or problem‑solving. VIG reminds us that attentive noticing is itself a powerful psychological intervention.
Try this:
- Watch for what a pupil is already managing, however small.
- Hold the moment mentally:
“They looked up before starting.”
“She stayed with it after that pause.” - Respond after noticing, not instead of noticing.
Why this matters psychologically:
Research on parental sensitivity and teacher–pupil relationships shows that being noticed and responded to strengthens children’s emotional security and engagement (Groh et al., 2017; Thornberg et al., 2022). Pupils are more likely to take risks in learning when adults first acknowledge their efforts.
2. Use the power of the pause
Many of the “successful moments” identified in VIG clips involve adults waiting slightly longer than usual—allowing space for the child or young person to respond.
Try this:
- After asking a question, pause before repeating or rephrasing.
- When a pupil hesitates, keep your body language open and expectant.
- Let silence do some of the work.
Why this matters psychologically:
Pauses support children’s processing, sense of agency and turn‑taking. They also communicate trust. Studies of early interaction describe how these rhythms of back‑and‑forth attention scaffold communication and self‑regulation, and similar principles apply across development (Ammaniti & Trentini, 2024; Hobson, 2025).
3. Let your face do some of the work
VIG highlights how much information is communicated through facial expression, gaze and posture. Often, the most powerful responses are non‑verbal.
Try this:
- Use facial expression to show curiosity, warmth or shared enjoyment.
- Nod or soften your expression to show you are listening.
- Be mindful of your face during moments of difficulty as well as success.
Why this matters psychologically:
Facial attunement supports emotional regulation and social understanding. For many children—particularly younger pupils and autistic learners—clear, responsive non‑verbal cues help make interactions more predictable and emotionally safe (Allen, 2023).
4. Follow first, then gently lead
Attuned interactions typically involve adults following a pupil’s focus or intention before introducing their own agenda.
Try this:
- Comment on what the pupil is doing before redirecting:
- “You’re really concentrating on that…”
- “…let’s think together about the next step.”
- Reflect pupils’ words before extending or modelling new language.
Why this matters psychologically:
Following first supports shared attention, which is a foundation for communication and learning. Research shows that children engage more deeply when adults start from the child’s perspective before guiding them forward (Madigan et al., 2024).
5. Catch the moment it works
VERP places strong emphasis on strengths‑based reflection, both for individuals and teams.
Try this individually:
- At the end of the day, recall one interaction that felt positive.
- Ask yourself:
- What did I do just before the pupil responded?
- What might I repeat tomorrow?
Try this as a team:
- Share brief “relational wins” in meetings or briefings.
- Keep reflections descriptive rather than evaluative.
Why this matters psychologically:
Strengths‑focused reflection supports professional confidence, reduces stress and helps build more hopeful narratives about practice (Branching Minds ASD, 2025). It also mirrors what we aim to do for pupils.
6. Think in micro‑moments, not big interventions
VIG works because it zooms in on small, everyday interactions, rather than large programmes or strategies.
Try reframing success as:
- one shared look
- one calm transition
- one moment of turn‑taking
- one pupil feeling understood
Why this matters psychologically:
Longitudinal educational research shows that small, repeated experiences of attuned relationships accumulate over time, supporting engagement and learning—especially for vulnerable pupils (Di Lisio et al., 2025; Cooke et al., 2022).
A reflective question to take away
“What do I want pupils to experience more of when they interact with me?”
Safety? Confidence? Belonging? Independence?
Once this is named, educators can begin to notice the moments when it is already happening—and gently do more of them.
When schools want to go further
For schools and settings wishing to deepen this work, Video Interaction Guidance (VIG) and Video Enhanced Reflective Practice (VERP) offer structured, evidence‑based ways to strengthen attuned communication across classrooms and teams. These approaches are aligned with NICE guidance and a strong international evidence base (NICE, 2015; AVIGuk, 2026).
In Wandsworth, VIG and VERP can be accessed through the Schools and Community Psychology Service as part of commissioned work.