You’re Not Alone: A New Teacher’s Guide to Classroom Behaviour

If you’re a newly qualified teacher, you’ve probably already had that lesson. The one where the class wouldn’t settle, three students tested the boundaries, and you went home wondering whether you’re cut out for this job. First things first: you are not alone. Every teacher, no matter how experienced, has faced behaviour challenges. The good news? Behaviour can improve – and there’s a strong body of evidence to show what works.

In this blog, we’ll explore what the research says about behaviour, why children misbehave, and – most importantly – what you can do about it.

Why Do Children Misbehave?

It’s tempting to see poor behaviour as simple defiance. But in reality, behaviour is communication. The Education Endowment Foundation (EEF) reminds us that pupils’ actions are shaped by their background, emotional state, and even neurological wiring. Some key drivers include:

• Trauma or stress: A child who has lived through adversity may react with “fight, flight, or freeze.” They’re not being wilfully rude – their brain is in survival mode.

• ADHD or autism: Neurological conditions can make it harder to sit still, focus, or interpret social cues. What looks like misbehaviour may simply be a child struggling to cope.

• Anxiety (including separation anxiety): Fear of failure, social pressure, or being apart from family can trigger avoidance or emotional outbursts.

• Boredom or frustration: Tasks that are too hard, too easy, or not engaging enough often lead to off-task behaviour.

Understanding the “why” is step one. The next step? Proactive, consistent strategies.

The Evidence-Based Basics: What Works

Research from the EEF, the UK’s ITT Framework, and international teacher development programmes points to a consistent set of strategies that make the biggest difference:

1. Teach behaviour like the curriculum. Don’t assume students know how to behave. Explicitly teach and rehearse expectations – how to enter the room, how to ask for help, how to work in groups.

2. Build routines. Predictability reduces anxiety and keeps the class moving smoothly. Clear start-of-lesson and transition routines cut down wasted time and arguments.

3. Relationships matter. Students are more likely to follow rules when they feel respected and known. Simple actions – greeting pupils by name at the door, showing interest in their lives – build trust.

4. Keep lessons engaging. Bored minds wander. Use varied activities, chunk tasks into manageable steps, and include opportunities for movement.

5. Positive reinforcement works. Praise and reward the behaviours you want to see. Be specific (“Thanks for getting started so quickly, Ayesha”) rather than vague.

6. Consistency is king. Mixed messages breed misbehaviour. Apply your rules calmly and fairly, every time. Students thrive on knowing where the boundaries lie.

Special Considerations for Diverse Learners

One size doesn’t fit all. Adjusting your approach for pupils with additional needs is part of inclusive teaching:

• ADHD: Build in movement breaks, seat them near the front, use visual reminders, and celebrate short bursts of focus.

• Autism: Provide visual schedules, give advance warning of changes, and use clear, literal language.

• Trauma: Avoid public shaming; instead, create safe spaces and use restorative approaches.

• Anxiety: Establish calming drop-off routines for younger pupils, use comfort items or quiet corners, and celebrate small steps of bravery.

These are not “extras” – they’re strategies that help every child, while making a huge difference for those who struggle most.

A Systematic Plan for Better Behaviour

Behaviour management isn’t about quick fixes. It’s about building a system that works day in, day out. Here’s a plan you can start tomorrow:

1. Set clear expectations: Write down your three to five non-negotiables (e.g. listen when others are speaking, follow instructions first time). Teach them, model them, and practise them.

2. Design routines: Plan how you want students to enter, transition, and end lessons. Teach and rehearse these until they become automatic.

3. Create a positive climate: Decide how you’ll recognise effort – praise, points, or simple acknowledgement. Aim for a 4:1 ratio of positive to corrective comments.

4. Respond consistently: Choose a stepped approach for misbehaviour (e.g. warning → seat move → consequence). Communicate it and follow it calmly.

5. Build relationships: Make time for “small talk.” Use student names, notice their strengths, and check in with those who seem withdrawn.

6. Reflect and adapt: If behaviour persists, ask “what’s behind this?” – is the work too hard, is there an unmet need, is more support required?

Implement these steps systematically and behaviour won’t just improve – it will transform.

You’re Not Alone

Perhaps the most important message is this: don’t feel you have to manage behaviour on your own. Even the most seasoned teachers need support. Consistency across a school, guidance from mentors, and shared routines make all the difference. As the EEF notes, whole-school coherence is critical to sustained improvement.

Want to Go Deeper?

Classroom behaviour can be one of the toughest parts of teaching – but also one of the most rewarding when you get it right. That’s why we’ve developed a one-day training course for new teachers on behaviour management. The course blends the best international evidence (EEF, ITT Framework, trauma-informed practice) with practical strategies you can implement the very next day.

If you’d like to feel more confident, calmer, and better equipped to handle those tricky moments, join us. You don’t have to struggle alone – and with the right tools, your classroom will become a place where learning and respect thrive.

👉 [Find out more about our Behaviour Training Course here]