Teachers, Parents and Classroom Behaviour: A Psychosocial Approach

Teachers, Parents and Classroom Behaviour: A Psychosocial Approach

Teachers, Parents and Classroom Behaviour: A Psychosocial Approach

Teachers, Parents and Classroom Behaviour: A Psychosocial Approach


"Andy Miller's Teachers, Parents and Classroom Behaviour is the most useful, insightful and coherent account of understanding and managing behaviour in schools that I have read. It is also superbly written, making it a pleasure to read... if you buy only one book this year, then it should be this one." Educational Psychology in Practice

This elegantly crafted book contains thought-provoking implications for all branches of applied psychology, as well as educationists and policy makers. With an increasing focus in education on evidence-based practice, this book will be a valuable resource for practicing and trainee teachers and educational psychologists. [It] offers an extremely timely contribution to current developments in education. The Psychologist

"I found the book fascinating and it has led me to think differently in a variety of situations... It has also impacted my views on the school ethos and teacher relationships. I will be recommending this book to members of the senior management team and staff who work with pupils with behavioural problems." Young Minds Magazine 68/2004

The behaviour of students in schools is a matter of great concern. Legislation, media coverage and 'test cases' are flooding into the public consciousness at an increasing pace. The relative responsibility of teachers and parents is a particularly prominent and contentious issue.

This book examines the reasons why strong statements of mutual recrimination and blame often occur in this area, before looking at policies and practices which are co-operative, preventive and proactive in nature.

But this is not solely another book of tips and techniques. In addition to describing strategies with a proven evidence base, it also demonstrates, within a coherent framework, how and why these approaches achieve their aims.

This book provides an in-depth understanding of key psychological factors for those in schools struggling in this vexed and pressing area and for that widening group of professionals charged with working in partnership to bring about demonstrable change.


Concerns about the behaviour of students in schools have featured high on the agenda of everybody involved with education for many years now. In 1996, I published a book called Pupil Behaviour and Teacher Culture in order to set down in one volume a series of research investigations carried out over the preceding decade. During the same period I was also involved in a range of work in schools with teachers, students and parents, attempting to cement the often insubstantial links between research and practice in this area. Since that time, there has been no diminution in the attention paid to behaviour in schools. Public pronouncements from many quarters, legislation, media coverage and 'test cases' have flooded into the public consciousness at an increasing pace. Also in this intervening period, policy and practice developments and an increasing range of research studies have been accruing in a steady, if less dramatic, fashion.

As a consequence of the previous book, I have been fortunate to be invited to present some of its major findings in lectures and seminars to many hundreds of educational psychologists, behaviour support teachers and mainstream school staff. These occasions, and especially the lively discussions during periods for comment and questions, have helped to confirm that a number of the findings hold currency for many professionals closely involved in the daily task of helping teachers, students, parents and others in the most difficult and demanding of circumstances.

These continuing debates and discussions, the expanding range of publications describing techniques for improving school and classroom behaviour management practices and the slowly accumulating body of academic research have all acted as a stimulus for the current book. Since carrying out the research in Pupil Behaviour and Teacher Culture, I have been involved with a continuing set of studies to extend a number of its themes. Most of this research has been carried out with colleagues and teachers studying to become educational psychologists in the School of Psychology at the University of Nottingham. The ideas expressed in this current book also owe much to the . . .

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