Behaviour is a central part of effective teaching and learning. When pupils feel safe, supported and clear about expectations, classrooms are calmer, learning time increases, and staff are better able to do their jobs well. While most pupils behave positively most of the time, even low-level disruption can have a significant impact on learning , particularly in classrooms where staff are unfamiliar to pupils.
The Education Endowment Foundation’s Improving Behaviour in Schools guidance brings together the strongest available evidence on what helps pupils manage their behaviour and engage successfully in learning. For supply teachers and support staff working across multiple settings, this guidance offers valuable principles that can be applied quickly and consistently, even in short-term placements.
This blog post explores how those principles can be translated into practical strategies for supply teachers, teaching assistants and support staff.
Understanding Behaviour in Context
Behaviour does not happen in isolation. Pupils’ behaviour is shaped by a range of factors, including their emotional wellbeing, prior experiences, relationships with adults, and confidence with learning. The EEF guidance emphasises the importance of understanding behaviour as communication, particularly for pupils with additional needs or those experiencing challenges outside school.
For supply staff, this means taking time to understand the context of the class and individual pupils, even when time is limited. Before the lesson, this may include:
- Asking about pupils with SEND, EHCPs or known behaviour support plans
- Finding out whether there are specific triggers, routines or successful strategies already in place
- Understanding the school’s behaviour policy and how it is applied day-to-day
Building positive relationships quickly is especially important for supply teachers. Simple actions such as greeting pupils at the door, learning names, and showing calm, respectful authority can help establish trust and reduce anxiety, particularly for pupils who struggle with change.
Teaching Learning Behaviour Explicitly
Effective behaviour management is not only about responding to disruption. It also involves teaching pupils the behaviours that support learning, such as listening, turn-taking, collaboration and sustained focus.
The EEF guidance highlights that pupils benefit when expectations for learning behaviour are made explicit and reinforced regularly. Supply teachers and support staff can support this by:
- Clearly explaining expectations at the start of the lesson
- Modelling respectful communication and calm behaviour
- Reinforcing positive behaviour linked directly to learning (for example, praising effort, focus or cooperation rather than compliance alone)
This approach is particularly effective in unfamiliar classrooms, where pupils may be uncertain about expectations. Clear, consistent guidance helps reduce uncertainty and prevents behaviour issues from escalating.
Using Evidence-Informed Classroom Management Strategies
The EEF guidance identifies a range of classroom management strategies that are well-supported by evidence and effective across age phases. These strategies are particularly valuable for supply staff who need reliable approaches that work in different school contexts.
Key strategies include:
- Clear routines and instructions: Breaking tasks down, using simple language and checking understanding
- Consistent use of school behaviour systems: Following agreed sanctions and rewards to ensure fairness
- Positive reinforcement: Noticing and acknowledging pupils who are meeting expectations
- Active supervision: Circulating the room, maintaining awareness of pupil engagement, and intervening early
- Calm, measured responses: Addressing behaviour without confrontation or raised voices
These approaches help maintain a calm learning environment and demonstrate professionalism and confidence, even when challenges arise.
Supporting Pupils Who Need Additional Behaviour Support
Some pupils require more targeted support to manage their behaviour effectively. This may include pupils with SEND, those experiencing social, emotional or mental health difficulties, or pupils facing disruption outside school.
While supply staff may not be responsible for designing individual behaviour interventions, they play an important role in supporting them consistently. This can include:
- Following individual behaviour plans or risk assessments
- Using agreed strategies such as time-out spaces, movement breaks or visual supports
- Observing patterns in behaviour and feeding back to class teachers or pastoral teams
Accurate, professional communication with school staff helps ensure continuity of support and demonstrates the value of supply staff as part of the wider school team.
The Importance of Consistency
Consistency is one of the strongest messages from the EEF guidance. Pupils respond best when behaviour expectations are predictable and applied fairly by all staff. Inconsistent responses can lead to confusion, frustration and further disruption.
For supply teachers and support staff, consistency means:
- Applying the school’s behaviour policy as it is written
- Using the same language and systems as permanent staff
- Avoiding making exceptions unless agreed with senior staff
- Seeking guidance when unsure rather than improvising new rules
Even short-term consistency helps pupils feel secure and reduces the likelihood of behaviour issues escalating.
Behaviour as a Whole-School Responsibility
Behaviour management is most effective when it is supported across the whole school. Teaching staff, support staff, pastoral teams and senior leaders all play a role in creating a positive culture.
Supply staff contribute to this culture by:
- Upholding behaviour expectations beyond the classroom, including in corridors, playgrounds and communal areas
- Communicating clearly with school staff about concerns or successes
- Maintaining professional boundaries and safeguarding awareness at all times
When pupils see consistent expectations from all adults, behaviour standards are reinforced more effectively.
Improving behaviour in schools is not about quick fixes or rigid control. The evidence shows that positive behaviour is supported through strong relationships, clear expectations, consistent routines and a shared understanding of how behaviour supports learning.
For supply teachers and support staff, applying these evidence-informed principles can make a meaningful difference, helping to create calm, purposeful classrooms and ensuring pupils continue to learn effectively, regardless of who is teaching or supporting them that day.
At justteachers, we support schools by placing skilled, adaptable professionals who understand the importance of behaviour, inclusion and consistency. By working collaboratively with schools and using evidence-based approaches, supply staff can play a vital role in maintaining high standards of behaviour and learning across the education system.
Supporting Ongoing Professional Development
Access to high-quality CPD is essential for effective behaviour management, yet supply teachers and support staff often face barriers to consistent training.
To support this, justteachers provides all registered educators with access to our online CPD Hub, available 24/7, ensuring flexible and accessible professional learning across placements.
Our CPD offer includes role-specific courses covering:
Inclusion and SEND
Wellbeing and Mental Health
Safeguarding and Child Protection
Promoting Positive Behaviour
Supporting Pupil Wellbeing
We also offer a recently launched online de-escalation course, designed for education settings. This course focuses on recognising early signs of escalation, understanding behavioural triggers, and using calm, preventative strategies to reduce risk and maintain safe, supportive learning environments.
By combining evidence-informed practice with accessible professional development, we aim to support our educators not only in securing placements, but in feeling confident and prepared in every classroom they work in.
