In classrooms across the country, teachers are facing a crisis that goes beyond test scores and curriculum standards. For many middle and high school educators, managing disruptive behavior has become one of the most challenging and demoralizing aspects of their job. However, a team of researchers in the College of Education & Human Development at the ҹɫÊÓƵ, is offering a powerful and practical solution that’s already changing the way teachers approach classroom management.
Led by Shanon Taylor, Ed.D., along with lecturer and doctoral student Sara Vega and doctoral students Marisa Nabong and Britnie Marquez, the research introduces a set of low-intensity strategies that are both simple and effective. These proactive techniques, behavior-specific praise, choice making and high-probability requests, are designed to prevent misbehavior before it starts, helping teachers build trust, reduce conflict and keep students engaged.
The strategies are grounded in decades of behavioral science but are presented in a way that’s accessible and immediately usable. “Behavioral techniques can sometimes seem complex or difficult to implement for classroom teachers. Our goal was to share some easy interventions that can make a big difference," explained Shanon Taylor, Ed.D., interim associate dean of undergraduate affairs and professor of special education.
The research was inspired by real-world frustration. Educators often voice concerns with dealing with behavioral issues, highlighting a critical gap in teacher preparation. While educators are trained in pedagogy and content, many receive little guidance on how to manage the complex emotional and behavioral needs of adolescents, especially in the wake of the COVID-19 pandemic, which left many students with heightened anxiety, trauma and difficulty regulating emotions.
Adolescents, the researchers note, are still developing the cognitive control needed to manage impulses and emotions. When teachers respond to misbehavior with punitive measures, such as sending students out of class and escalating consequences, it often reinforces a cycle of disengagement and failure. Low-intensity strategies interrupt that cycle by focusing on prevention rather than punishment.
For example, behavior-specific praise involves clearly acknowledging what a student is doing well, such as “I appreciate how you started your work right away,” rather than vague compliments. Choice making gives students a sense of autonomy, for instance, “Would you like to start with the reading or the writing task?” This reduces resistance. High-probability requests build momentum by starting with tasks students are likely to complete, increasing the chance they’ll follow through on more difficult ones.
One of the most powerful aspects of the research is its impact on teacher well-being. Studies have shown that behavioral challenges are a leading cause of teacher burnout and attrition. By equipping educators with proactive tools, teachers feel more confident, connected and committed to their work.
“We have a real shortage of teachers, and part of that is due to teachers leaving the classroom, often because of student behavior,” Taylor said. “The more tools we can provide teachers to manage behavior, the more likely it is that they stay in teaching."
The team’s findings are already gaining traction among school leaders, teacher preparation programs and parent organizations. As districts nationwide grapple with post-pandemic learning loss and rising behavioral concerns, this research offers a timely, hopeful path forward.
Taylor, S. S., Vega, S. A., Nabong, M., & Marquez, B. (2025). . The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1–10.
