Managing Challenging Behaviour in the Classroom — Without Shouting

If you’ve ever worked in a classroom, you’ll know that managing challenging behaviour can sometimes feel like trying to defuse a bomb with a teaspoon — while someone keeps asking if it’s lunchtime yet.

I’ve witnessed it. As someone who’s generally quiet, shouting has never really been my style. In fact, if I raise my voice, it’s probably because I’ve stood on a rogue LEGO (I have three children, so the odds are high). Over time, though, I’ve learned that there’s actually good science behind not shouting — and a lot of it comes from behaviour analysis, a field I’m deeply passionate about.

Why shouting doesn’t work (and what does)

Here’s the thing: shouting might get attention, but it rarely gets change. Research (e.g., Oliver et al., 2015) has shown that punitive responses often escalate rather than reduce challenging behaviour. In behaviour analysis terms, shouting can accidentally reinforce attention-seeking behaviour — because, well, attention is attention, even if it’s loud.

Instead, understanding why the behaviour happens is the key. The ABC model — Antecedent, Behaviour, Consequence — helps unpack the “why.” Maybe a pupil is avoiding a difficult task, or maybe they’re after connection (just like my son at dinner time). Once we identify the function, we can teach a better way to meet that need.

A calm voice carries more power

When I first ventured into classrooms as an adult, I thought being calm meant the person wasn’t being “assertive enough.” But what I found was the opposite. Staying calm and consistent set the tone for everyone else. It’s a bit like cooking — you can’t rush a good risotto by yelling at the rice.

A quiet tone, predictable routines, and a clear plan beat volume every time. Functional Communication Training (Carr & Durand, 1985) is one example of this: teach students to ask for breaks, help, or attention appropriately, and the shouting — from both sides — decreases

Connection over correction

I’ve learned that connection is the real behaviour-changer. Working one-to-one, it’s often the relationship that does the heavy lifting. Whether it’s taking a moment to ask about their weekend, noticing the effort they put in (even on tough days), or just sharing a laugh — those small interactions build trust. And trust is what makes real progress possible.

It’s the same principle I use at home (when I’m not buried in one of my many cookbooks, trying something I’ve never made before). Instead of reacting to the surface behaviour, I try to look for what’s underneath — because behaviour is communication, even when it doesn’t sound like it.

A data-driven heart (with a dash of maths and motorbikes)

Maybe it’s my background in mathematics, but I love looking for patterns in behaviour. Data tells a story — not about “good” or “bad” kids, but about what’s working and what isn’t. And behaviour analysis gives us a framework to change those patterns compassionately.

I sometimes think behaviour support is like maintaining a motorbike. (I love motorcycles, though my partner worries every time I even mention them — probably fair, given the cost of tyres and the price of fuel!) You can’t fix a bike by shouting at it either. You check the parts, understand the system, and make small, careful adjustments until everything runs smoothly.

The bigger picture

As I finish my MSc in Applied Behaviour Analysis at Bangor University (graduating December 2025 — I’ve already got the date circled), I’m more convinced than ever that behaviour support isn’t about control; it’s about compassion and collaboration. I hold a BTEC Level 5 in Positive Behaviour Support, and I’m working toward UKBA(cert) certification by the end of 2026.

I love working for an organisation that puts values front and centre — because ultimately, that’s what it’s all about: values guiding practice. My mission, as simple as it sounds, is to make a positive contribution to others, no matter how small.

In the end…

Managing challenging behaviour without shouting isn’t about being soft — it’s about being smart, steady, and supportive. It’s about creating a classroom where everyone feels safe enough to learn, including us adults.

And if you can do all that while keeping your cool, serving up a decent dinner, and resisting the urge to buy another motorbike — well, I’d call that balance.

References

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. JABA, 18, 111–126. Foundational FCT paper demonstrating large behaviour reductions by teaching function-matched communication.

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional Communication Training: A Review and Practical Guide. Behavior Analysis in Practice. Clear review of FCT steps and best practices.

Ghaemmaghami, M., & Hanley, G. P. (2021). Functional communication training: From efficacy to effectiveness. JABA. Updates on making FCT practical and durable in real settings.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders. More specific praise → more on-task behaviour.

Karver, M. S., et al. (2006). Meta-analysis of therapeutic relationship variables in youth treatment. Clinical Psychology Review. Alliance is a meaningful predictor of youth outcomes.

McLeod, B. D. (2011). Relation of the alliance with outcomes in youth psychotherapy: A meta-analytic review. Clinical Psychology Review. Confirms alliance–outcome link across studies.