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Home Ask A REL Classroom Management and Discipline - What does the research say about effective strategies for classroom management and discipline?

Classroom Management and Discipline - What does the research say about effective strategies for classroom management and discipline?

Northwest | September 01, 2018

Classroom Management and Discipline


Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom (IES Practice Guide, NCEE 2008-012). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.

From the Abstract:
"This guide offers prevention, implementation, and school-wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities. Although this report addresses elementary school classrooms, many of the strategies can be used with middle and high school students."

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. Retrieved from

From the Abstract:
"This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education… Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs."

Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018). Examining how proactive management and culturally responsive teaching relate to student behavior: Implications for measurement and practice. School Psychology Review, 47(2), 153–166.

From the Abstract:
"The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices."

Oliver, R. M., Wehby J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior (Campbell Systematic Reviews No. 2011:4). Oslo, Norway: Campbell Collaboration. Retrieved from

From the Abstract:
"This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teachers' universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta-analysis of the effects of classroom management on disruptive or aggressive student behavior."

Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1), 16–23.

From the Abstract:
"This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviors in their classrooms. These include a number of antecedent strategies intended to help minimize the emergence of problematic behaviors and a range of those which provide positive consequences for appropriate student behaviors."

Riden, B. S., Taylor, J. C., Lee, D. L., & Scheeler, M. C. (2018). A synthesis of the daily behavior report card literature from 2007 to 2017. Journal of Special Education Apprenticeship, 7(1).

From the Abstract:
"Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities."

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351–380. Retrieved from

From the Abstract:
"Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption."

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J. Flannery, B. et al. (2015). Supporting and responding to behavior: Evidence-based strategies for teachers. Washington, DC: U.S. Department of Education, Office of Special Education Programs. Retrieved from

From the Abstract:
"The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students."

Tobin, T. J., & Sugai, G. (2005). Preventing problem behaviors: Primary, secondary, and tertiary level prevention interventions for young children. Journal of Early and Intensive Behavior Intervention, 2(3), 125–144.

From the Abstract:
"The purpose of this report is to compare changes in social skills, problem behaviors, and academic competence for kindergarten or first-grade students identified as being at risk for serious behavior problems who received primary, secondary, or tertiary level preventive interventions."


Keywords and Search Strings: The following keywords, subject headings, and search strings were used to search reference databases and other sources: Classroom management, Discipline, Social behavioral, Research OR Evidence, Strategies OR Practices, Review OR Synthesis, Effective

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