Pupil behaviour has multiple influences, some of which teachers can manage directly.
Understanding a pupil’s context will inform effective responses to misbehaviour.
Every pupil should have a supportive relationship with a member of school staff.
Teaching learning behaviours will reduce the need to manage misbehaviour.
Teachers can provide the conditions for learning behaviours to develop by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning.
Teachers should encourage pupils to be self-reflective of their own behaviours.
Effective classroom management can reduce challenging behaviour, pupil disengagement, bullying and aggression.
Improving classroom management usually involves intensive training with teachers reflecting on their classroom management, trying a new approach and reviewing their progress over time.
Reinforcement programmes based on pupils gaining rewards can be effective when part of a broader classroom management strategy.
Some strategies that don’t require complex pedagogical changes have been shown to be promising.
Breakfast clubs, greeting children at the door and working with parents can all support good behaviour.
School leaders should ensure the school behaviour policy is clear and consistently applied.
Universal behaviour systems are unlikely to meet the needs of all your students.
For pupils with more challenging behaviour, the approach should be tailored to individual needs.
Teachers should be trained in specific strategies if supporting pupils with high behaviour needs.
Consistency and coherence at a whole-school level are paramount.
Whole-school changes usually take longer to embed than individually tailored or single-classroom approaches.
However, behaviour programmes are more likely to have an impact on attainment outcomes if implemented at whole-school level.