Local governments can invest in this strategy using State and Local Fiscal Recovery Funds (SLFRF) from the American Rescue Plan Act (ARPA).

  • This strategy can help address educational disparities. The U.S. Department of Treasury has indicated that strategies that help achieve this outcome are eligible for the use of Fiscal Recovery Funds.
  • Investments in this strategy are SLFRF-eligible as long as they are made in qualified census tracts or are designed to assist populations or communities disproportionately impacted by COVID-19.

Program overview

  • Classroom procedures to manage student behavior: Universal teacher classroom management practices are non-instructional strategies designed to encourage positive student behavior. There is strong evidence that these practices decrease disruptive, inappropriate, and aggressive behavior in the classroom.

  • Structured classroom space: The physical classroom environment can help promote positive student behavior and enable teachers to proactively address potential behavioral issues. Universal teacher classroom management practices encourage classroom configurations that ease traffic flow, minimize distractions, and allow the teacher easy access to students to respond to questions and redirect behavior.

  • Engaging lessons and activities: Maintaining student attention is an important component of preventing disruptive behavior. Learning activities should provide students with an adequate level of challenge to maintain engagement. Additionally, minimal downtime in between activities helps reduce opportunities for disruptive behavior.

  • Specifying and encouraging appropriate behavior: A key classroom management practice is establishing clear rules and routines for the classroom (e.g., procedures for transitioning to group work). This provides students with a clear expectation for which behaviors they should be demonstrating. In addition, by giving specific praise to students who are engaging in these appropriate behaviors, teachers reinforce those positive behaviors.

Cost per Participant
Not available

Multiple studies with rigorous designs demonstrate that universal teacher classroom management strategies are a well-supported strategy for decreasing disruptive, inappropriate, and aggressive behavior in the classroom.

  • Provide detailed training and coaching for teachers: Extensive training makes it easier for teachers to implement effective classroom management practices. Training is strongest when it includes actionable strategies and techniques rather than relying heavily on theory. Initial training should be supplemented by ongoing coaching and feedback for teachers in real classroom settings, including incorporating evaluation tools such as the Classroom Organization and Behavior Management Innovation Configuration.

  • Differentiate support for teachers: The training and support that teachers receive in preparation for implementing classroom management practices should be individualized based on their level of experience and performance in the classroom. A multi-tiered support framework ensures that administrative resources and instructional coach attention are being dedicated to the teachers who need them the most.

  • Address factors outside of the classroom: Students may engage in disruptive behaviors because of health challenges, housing insecurity, disruptions in family life, or other factors outside the direct control of educators. Teachers and school administrators should identify pathways to connect students and families to additional support services, such as health services, counseling, and social service agencies.

  • Align with school-wide behavior management: When classroom management practices are consistent across the broader school environment, it helps establish predictable and constant expectations for students. As such, schools should implement consistent behavioral management strategies across classrooms and in other parts of the school environment (e.g., hallways, afterschool programs).