Classroom management intervention to improve classroom behavioral climate

Disruptive behavior in classrooms is a risk factor for students’ learning and well-being as well as for teachers’ well-being and stress. This study examined the effect of a classroom management intervention on students’ and teachers’ perceptions of the classroom behavioral climate in 85 classrooms from Grades 3–4 (1,442 students, 88 teachers) over a 12-week study period. Additionally, we investigated whether the 5-week intervention had secondary effects on students’ and teachers’ self-efficacy and well-being. Both students and teachers reported improvements in students’ concentration on learning and a decrease in classroom disruptions from the baseline to the intervention and post-intervention period. Moreover, positive changes were observed in both students' and teachers' self-efficacy as well as in students’ school-related well-being. The findings indicate that brief in-service teacher training on classroom management can enhance classroom climate and promote well-being in schools, underscoring the need to integrate such training into teacher education programs.