Behaviour Management Matters: Curriculum design goes out the window if the classroom is chaos

Classroom behaviour has become one of the most talked‑about issues in education across 2025. A quick glance at recent headlines might leave you thinking schools are spiralling. Some even argue that the situation is worse than ever. Others think it is a storm in a tea cup.

The natural questions follow: Has it always been like this? And what can be done about it?

These are the very questions I pose when working with teachers on classroom management programs. Are today’s students really that different from those of 10, 15 or 20 years ago? The answer I hear, no matter the school or state, is almost always: yes.

What has changed

Teachers consistently point to a few recurring themes:

• Attention spans: Many young people struggle to stay on task for extended periods, and this directly impacts learning.

• Technology use: Devices bring both opportunities and challenges. While they can enhance learning, they also contribute to distraction and behavioural issues.

• Entitlement: Some students arrive with heightened expectations, sometimes reinforced by parents, which can make classroom management more complex.

These shifts are not trivial, and they shape the daily experience of classrooms.

What has stayed the same

Yet, it is important to remember that much about young people has not changed. They still:

• Love experiencing success and see school as a pathway to future opportunities.

• Thrive on curiosity and the joy of learning.

• Crave belonging and connection.

• Value the relational impact a teacher can have during their formative years.

The difficulty is that none of these positive outcomes can flourish in a classroom that is chaotic. For curriculum design to thrive, the environment must first be right.

A multifaceted approach

There is no single solution to effective classroom management. It requires a layered, collaborative approach. Below are four key areas that schools and systems can focus on to create environments where effective teaching and learning can occur.

1. Teacher training and exposure

Teachers often spend countless hours on unit plans and curriculum design, yet far less time is devoted to building confidence in classroom management. Professional learning in this area is not a luxury, it is essential. Teachers need practical strategies, opportunities to practise, and ongoing support to refine their skills – in a judgment free space where the finger of blame does not come into the conversation.

2. School‑wide systems that deliver

Over the years, schools have experimented with approaches such as Positive Learning Behaviour (PLB), restorative practice, and sanction‑based models. Each has its merits and its critics. The reality is that no single system fits every school context.

The most effective approach is usually a hybrid of the above models, tailored to the unique needs of the community e.g. you do not need a restorative conversation for continual uniform infringements, nor is a punitive consequence the first lever pulled when there is a bullying investigation; context matters.

When redesigning or reviewing systems, stakeholder input is vital. Teachers, students, parents and leaders all need to be heard. Just as important is consistency in implementation. A system that looks good on paper but is applied unevenly will quickly lose credibility.

3. Leadership support

Leadership plays a crucial role in setting and holding standards. Teachers need to know that when a student consistently disrupts learning, there is a clear process and strong backing from leadership. Without this, teachers can feel isolated and unsupported, which undermines both morale and effectiveness.

4. Parent engagement

Parents are partners in the learning journey. Schools that actively engage parents in behaviour expectations and strategies often see stronger outcomes. This does not mean placing blame on families, but rather inviting them into the conversation. When parents understand the school’s approach and feel included, they are more likely to reinforce positive behaviours at home.

Where Empowerment‑Ed fits in

At Empowerment‑Ed, we support schools in building these foundations. Our professional development programs focus on both classroom management and student engagement. We offer:

• Professional learning days that bring staff together to explore strategies and share experiences.

• Targeted workshops for faculties or groups, tailored to specific challenges.

• Observation and coaching for individual teachers, providing personalised feedback and support.

• Strategic planning partnerships with schools to design and implement behaviour policies that are practical, consistent and aligned with community needs.

Our goal is not to provide a one‑size‑fits‑all solution, but to work alongside schools to create systems and practices that genuinely fit their context.

Why this matters

Curriculum design is at the heart of education. It shapes what students learn and how they grow. But even the most innovative curriculum cannot succeed in a classroom where behaviour is a constant time consumer.

When teachers feel confident in managing behaviour, when systems are clear and consistent, when leadership provides strong backing, and when parents are engaged, the classroom becomes a place where learning takes centre stage; not the class-clown.

Having robust classroom management practices and systems creates environments where students experience success, curiosity is nurtured, belonging is fostered, and relationships thrive. In short, it is about giving curriculum design the chance to do what it is meant to do.

Final word: classroom management is not a side issue. It is the foundation upon which effective teaching and learning rests. Schools that invest in this area are not only addressing immediate challenges, they are building the conditions for long‑term success.

At Empowerment‑Ed, we are proud to partner with schools to make this happen. For more information on what we do: click here