Primary School Classroom Management

Evidence-based Practices in Classroom Management: Considerations for Research to Practice

Brandi Simonsen, Sarah Fairbanks, Amy Briesch, Diane Myers, George Sugai

Research synthesis identifying practical evidence-based management strategies. It highlights structure, posted expectations, active engagement, praise, and calm correction. Teachers can use the checklist to strengthen everyday routines and behavior support.

Teachers and Students Perceptions Towards TeachersClassroom Management Applications in Primary Schools

Feray Konti

This quantitative study examined teachers' and students' views of classroom management in primary schools using survey data. It found that teachers need more classroom management training. Teachers can improve by planning lessons, building positive classroom relationships, preventing misbehaviour early, and checking whether learning goals are achieved.

The Effectiveness and Cost-effectiveness of the Incredible Years® Teacher Classroom Management Programme in Primary School Children: Results of the STARS Cluster Randomised Controlled Trial

Tamsin Ford, Rachel Hayes, Sarah Byford, Vanessa Edwards, Malcolm Fletcher, Stuart Logan, Brahm Norwich, Will Pritchard, Kate Allen, Matthew Allwood, Poushali Ganguli, Katie Grimes, Lorraine Hansford, Bryony Longdon, Shelley Norman, Anna Price, Obioha C. Ukoumunne

Large UK cluster randomized trial in primary schools. Incredible Years training showed modest behavior benefits and mixed cost-effectiveness. Teachers can take away relationship-building, proactive planning, praise, and emotion-coaching strategies.

Primary School Teachers' Views on Constructive Classroom Management

Ercan Arın, Berfu Kızılaslan Tunçer, Mehmet Kaan Demir

This qualitative interview study asked 175 experienced primary teachers about classroom management. Most felt confident because of their experience and relationships with students, but many found older methods easier. Teachers can build positive relationships, use engaging activities, and manage behaviour with clear expectations and consistent responses.

The Relationship Between Teachers' Day-to-Day Classroom Management Practices and Anxiety in Primary School Children: A Systematic Review

Helen Manley, En-Nien Tu, Tessa Reardon, Cathy Creswell

Systematic review of primary school classroom management and anxiety. Evidence was limited, but warmer, less punitive classrooms seemed linked to lower anxiety. Teachers can reduce fear by using supportive feedback, calm correction, and mistake-friendly routines.