On-policy distillation (OPD) trains a student on its own responses using token-level feedback from a teacher. As responses grow longer, the student's prefix can depart from the teacher's own reasoning, weakening its feedback on later tokens. Updates based on this feedback can reinforce the same deviations in later responses and destabilize training. Prior approaches such as length control and loss reweighting limit learning from problematic responses but leave their prefixes unchanged. Fixed cutoffs can also discard later reasoning. We propose \textbf{Adaptive Teacher Intervention for On-Policy Distillation (ATI-OPD)} to improve subsequent teacher guidance by revising the student's reasoning prefix. ATI-OPD replaces the earliest high-disagreement segment with a short teacher segment, then lets the student resume its own reasoning from the revised text. To handle renewed disagreement, it excludes persistently divergent suffixes from the distillation loss while retaining useful student continuation. Training diagnostics show less teacher-student disagreement, fewer gradient spikes, and fewer extremely long responses. Across five mathematical reasoning benchmarks and two teacher-student pairs, ATI-OPD improves average student-only accuracy over standard OPD.

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