EXECUTIVE BRIEFING

Building A Better Behavior

Management Strategy for
Students and Teachers
Key Findings from EAB’s Student Behavior Survey
District Leadership Forum Legal Caveat

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©2023 by EAB. All Rights Reserved. 38483 3 eab.com

 Education’s Trusted Partner to
Help Schools and Students Thrive

Proven Solutions for K-12’s Current, Critical Challenges

Unlock Student Success

Student § Student Behavior
Success § Early Literacy
§ Student Mental Health

Re-Imagine the Employee Experience

Employee § Teacher and Staff Morale
Experience § Principal Hiring and Development
§ Employee Recruitment and Retention

Strengthen Community Confidence

Community § Parent and Community Buy-In
Confidence § Flashpoint Management
§ District Communications

About EAB and the

District Leadership Forum
180+
Districts in the District
The District Leadership Forum helps district Leadership Forum
leaders identify and implement proven
solutions to current, critical challenges.
37
Through our research, events, and advisory States represented
services we provide superintendents and
their teams with expert guidance as well as
hands-on support to make meaningful 600 – 180k
change in their districts. Students per district we serve

Learn how the District Leadership Forum can help your district achieve its goals at eab.com/k12
Table of Contents

About the Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Executive Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

State of Student Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Four Barriers Preventing Teachers from Effective Behavior Management. . . . . . . . . . . . . . . . . . 15

©2023 by EAB. All Rights Reserved. 38483 5 eab.com

About the Survey

Methodology Profile of Respondents

Locations of Survey Respondents
The 2022-2023 Student (n=1,109)
Behavior Survey was
distributed online from
October 14 to November 1.

A total of 1,109 educators

from across 42 states
(including DC) and more
than 60 districts completed
the survey, which was
designed to provide current
superintendents with data
about the experiences,
needs, and perspectives of
their teachers,
administrators, and staff.

District administrators,
school administrators,
teachers, and student Respondent Role
support staff participated in
the survey. District School
Teacher
Student Other District
Admin. Admin. Support Staff

The survey instrument 13.5% 13% 52% 12% 10%

assessed respondents’
perspectives on:
Years of Experience in Education
• Levels of concern over
≥5 5–10 11–15 16–20 21–25 26–30 30+
student behavior today years years years years years years years

• Understanding of 16% 17% 14% 19% 15% 14% 6%

implementation barriers of
successful behavior
District Size
management and SEL
approaches Small (< 2,500 Medium (2,500– Large (>10,000
students) 9,999 students) students)
• Most common behavior
22% 41% 37%
management approaches
and their efficacy
Grade Level
• Current needs for
additional implementation Elementary Middle High School Multiple
(pK–5) School (6–8) (9–12) (pK–12)
support
37% 16% 11% 36%

Community Type
Urban Suburban Town Rural

22% 41% 19% 19%

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 6 eab.com

Executive Summary

In the 2018–2019 school year, school districts across the country raised alarms about an epidemic
unrelated to COVID-19: an increase in student behavioral concerns. In response, EAB conducted a
survey of thousands of educators and school district administrators to learn more about the scale of this
concern. We found that educators agreed—student behavioral disruptions had increased, and surveyed teachers
estimated losing nearly two and a half hours of learning time each week as a result of behavioral disruptions.

EAB research uncovered that while school districts already had many best practice behavior
management programs (i.e., Positive Behavior Intervention Support (PBIS), socio-emotional learning (SEL)
curricula), school administrators needed support to implement these programs more effectively to achieve
results. In response, EAB identified 15 ways to accelerate program implementation, primarily focused on
prevention through deploying early intervention techniques and behavior data collection.

Less than a year later, the COVID-19 pandemic hit, and districts were forced to put behavior
management concerns on hold. In the spring of 2020, most school districts closed their doors and prioritized
feeding students, providing virtual instruction, and becoming public health experts. Often this work was at the
expense of moving forward with their efforts related to student behavior. As a result, progress on effectively
managing student behavior has been slow, stagnant, or in many cases, gotten worse.

As schools across the country returned to conducting in-person classes, supporting students
behaviorally and creating a positive school environment became even more challenging than it had
been in 2019. The pandemic exacerbated existing mental health concerns among children due to disruptions
in routines, increased social isolation, and heightened stress and anxiety. And because student learning has
also suffered in the aftermath of the pandemic, school districts have prioritized academics, often at the expense
of students’ behavioral, social, and emotional well-being.

In 2022, EAB launched another survey to better understand educators’ perspectives on the new
challenges that schools face when it comes to student behavior today. The survey confirmed the
narrative—educators nationwide agree that student behavioral concerns have gotten even more worrisome since
the 2018–2019 school year. Eighty-four percent of all respondents agree that students’ behavioral skills are
developmentally behind students of the same age from two years
ago. Seventy-seven percent of all respondents agree that student
behavior is one of their top concerns this year (up from 61 percent
prior to the pandemic). The survey data also shows that students’
relationships with each other and adults have gotten increasingly
See pages 9–11 for more
fraught with reported increases in bullying, violence, and
details on the state of
opposition since 2018. student behavior collected
from EAB’s 2022-23 survey.

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 7 eab.com

Executive Summary

While districts are implementing many of the best practices EAB identified in 2019 to address
student behavior, districts are now facing a new barrier: teachers are struggling more today than
they were prior to the pandemic. For EAB, this comes as no surprise. We have spent the past several years
helping districts better support their teachers and improve teacher morale. Our partnership with dozens of
districts has made it clear that student behavior is a key underlying driver of low morale. And low teacher morale
negatively impacts academic instruction, behavior management, and teachers’ willingness to stay in the
profession. This makes it crucial for district leaders not to only better support students but also to better support
the teachers charged with much of the hard work to support students’ behavioral, mental, and socio-emotional
health.

EAB’s survey also surfaced four barriers that districts must

address to improve behavior management:

• Teachers identified that there are not enough support staff to

assist with behavior management (e.g., behavior specialists,
school psychologists, instructional aides).
For more data on these
four barriers and how they
• Teachers note a disconnect between teachers and underline the fact that
administration on how and when to follow behavior teachers feel unsupported
when it comes to student
management frameworks.
behavior, see pages 12–15.
• Teachers perceive a lack of adequate training on how to
implement behavior management techniques.

• Teachers feel pressure to prioritize academic curriculum over

behavior management and feel there isn’t enough time for both.

The more we hear from educators, one thing becomes clearer: school districts are program rich but
impact poor when it comes to student behavior management. Why? Districts focus on the latest and
greatest tools rather than training teachers how to use those tools to achieve a desired goal. Unfortunately, the
acronym of a program inspires few to act. A checklist of fidelity measures? Probably even less so. For success,
leaders need more than just a new, shiny program to inspire results. Districts’ behavior management toolbox is
quite full, but the problem is no one is sure what exactly they are trying to build with it.

District leaders must better support educators to effectively manage student behavior by telling
them not what strategies to use but showing them why and how to use them. Behavior science tells us
that for people to implement “what” you want them to do, three prerequisites must be met: they must
understand what to do, must be motivated to do it, and must be capable of doing it successfully. When it comes
to behavior management, district leaders are not fulfilling these requirements. To build a better behavior
management strategy, district leaders need to start by defining their goal: creating conditions for positive
student behavior.
Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 8 eab.com

Need Help Building a Better Behavior Management Strategy?
Join EAB This Spring at Our Executive Roundtable
At the Executive Roundtable for Superintendents, discover how to overcome the biggest barriers facing
school districts when it comes to behavior management and how to create the conditions for positive
student behavior in your schools. During this research-driven presentation and facilitated discussion,
district leaders will learn how to:

• Define the research-backed key conditions required to decrease student behavioral concerns;
• Diagnose the shortcomings in their existing behavior management strategy, so they can
target their resources more effectively and efficiently;
• Use teacher-approved solutions to achieve the environmental conditions districts must create
for students to thrive behaviorally; and
• Develop an ongoing system of support that makes building a better behavior management
strategy simple.

What can you do right now to create the conditions for positive student behavior?

Districts need to understand their own barriers. They need a pulse on their teachers’ and staffs’ perspectives
on behavior management—what does your staff need and what is making this work harder? Hear from your
staff on their biggest barriers to behavior management by asking these four questions (see below) now. We
encourage you to bring those answers to the Executive Roundtable this spring.

• Do your educators feel there is a lack of staff and resources to support teachers in
effectively managing student behaviors?
• Are administrators across the district or school presenting a consistent message on
how and when to use the district’s behavior management strategies?
• Is there adequate training on how to implement behavior management techniques?
• Do your educators feel pressured to prioritize moving forward with the academic
curriculum rather than focusing on behavior management?

Want to learn more about implementing

behavior management strategies in your
district? Contact us at eab.com/k12.

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 9 eab.com

 State of Student Behavior
2022–2023 School Year

©2023 by EAB. All Rights Reserved. 38483 11 eab.com

Student Behavior Is a Top Concern for All Educators
As students return to schools following the COVID-19 pandemic disruptions, EAB’s 2022
survey data reflects educators’ increasing concern over student behavior since 2018.
Research shows that student behavioral concerns prevent progress on pandemic recovery
efforts—from academics to teacher morale—making this an urgent concern for district
leaders to address.

Students Are Developmentally Behind Behavioral Disruptions Have Increased

84% 68%
of all respondents agree students are of all respondents agree their concerns
developmentally behind in self- about student behavior have increased
regulation and relationship-building since the 2019–2020 school year.
compared to students two years ago.

78% of Teachers Identify Student Behavior as a Top Concern

Percentage of Respondents Who Agreed That “Right now, student behavior is one of my top five concerns”

70%
Dis trict Admin
53%

81%
Sc hool Admin
70%

78%
Teachers
57%

79%
Su pport Staff
66%

Percentage of Respondents in Agreement

2022 Agreement
Pre-pandemic Agreement

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 12 eab.com

Concerns About Student Behavior Have Increased Since 2018

Most common behaviors consistent but occur with greater frequency

Opposition and emotional disconnect were the
most common concerning behaviors in 2018 and
69%
2022; however, educators are observing them 61%
more frequently now. It’s important to note that
the two most common behaviors include both an 33%
internalized and externalized behavior. While 20%
externalized behaviors are easier to identify,
internalized behaviors can have just as much
negative impact on students and their learning. Observed Frequent Opposition Observed Frequent
Emotional Disconnect

Students’ relationships with peers have become more fraught

Learning disruptions and virtual instruction
brought on by the pandemic have had a lasting
31% 34%
impact on students’ socialization. Students are
lacking positive relationship-building skills 20%
compared to peers prior to the pandemic.
19%
Interpersonal behavioral concerns also growing
beyond the classroom, with incidents between
students on bus rides and in the cafeteria
reported as occurring more frequently in 2022 Observed Frequent Bullying Observed Frequent Verbal
than in 2018. Violence Between Students

Behaviors involving physical violence are on the rise

Physical violence negatively affects individual
students and the overall school climate. It is 34%
13%
important to consider how this disruption
impacts perceptions around school safety, 15% 7%
district disciplinary approaches, community
trust, and connectedness.

Observed Frequent Physical Observed Frequent Physical

Violence Between Students Violence Against Teachers

Teachers are increasingly the targets of students’ disruptive behavior

Constant disrespect from students can take a toll
on teachers’ morale and make teachers feel 68%
undervalued in their role. This can negatively 22% 52%
impact their ability to manage other school-
related responsibilities, including managing 11%
student behavior successfully. Teachers best
manage their classrooms when feeling safe and
respected by their students. Observed Frequent Verbal Observed Frequent
Abuse Against Teachers Opposition Toward Adults

KEY: 2018 2022

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 13 eab.com

 Four Barriers Preventing
Effective Behavior
Management by Teachers
Barrier #1 Barrier #2
Teachers indicated that there are Teachers note a disconnect
not enough support staff to assist between teachers and
with behavior management (e.g., administration on how and
behavior specialists, school when to follow the behavior
psychologists, instructional aides) management framework(s)

Barrier #3 Barrier #4

Teachers perceive a lack of Teachers feel pressure to prioritize

adequate training on how to academic curriculum over behavior
implement behavior management and feel there isn’t
management techniques enough time for both

©2023 by EAB. All Rights Reserved. 38483 15 eab.com

 Barrier #1

Despite Investment, Lack of Support Staff Is a Concern

And Contributes to Educators Feeling Under-Supported and Overwhelmed
School districts have hired more social workers, psychologists, school counselors, and other behavioral support
specialists within the past several years to serve their students. For example, 74% of respondents from our 2018
survey reported there recently had been an increase in behavioral aides/specialists hired. However, 54% of teachers
in our 2022 survey reported that a lack of support staff remains a major barrier to consistently following a district or
school-wide behavior management framework.

Even though the national student-to-counselor ratio is at its lowest level in over 30 years, the ratios are
still far from ideal. The American School Counselor Association (ASCA) began tracking this metric in 1986 when
the student-to-counselor ratio was 588:1. Although the ratio has narrowed significantly, school counselors continue
to manage progressively higher caseloads, especially given the increasing student mental health needs due to the
pandemic. While districts have improved their student-to-counselor ratio since our 2018 study, the national average
ratio today is still nearly twice as high as the ASCA recommends.

Behavioral Support Staff Ratios Have Improved, but Still Far from Ideal

1:482 1:408 1:250

National Average Ratio National Average Ratio Recommended American
(2018–2019 School (2021–2022 School School Counselor
Year) Year) Association (ASCA) Ratio

= 25 = School Counselors = Students

Limited support staff leaves teachers feeling unequipped to effectively manage student behavior. Even
with increased funding opportunities and district efforts to hire more support staff, our survey data shows that
teachers are still concerned about being understaffed when it comes to student behavior. As the ratio data
reveals, these concerns are grounded in reality. And unfortunately, even though districts are trying to hire more
support staff, the positions are hard to fill. The Institute of Education Sciences (IES) reported 60% of principals
struggled to fill nonteaching positions ahead of the 2022–2023 school year. Ultimately, these shortages force
teachers to take on the vacant roles themselves, contributing to them feeling under-supported and unable to
successfully manage increasing student behavioral concerns.

Source: ASCA, “School Counselor Roles & Ratios,” 2022; Education Dive, “School Counseling
Resources Stretched Thin at Most Schools,” 2018; IES, “School Pulse Panel,” 2022; “NASP, “The
Every Student Succeeds Act: Details of the New Law”; EAB interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 16 eab.com

 Barrier #2

Administrators’ Messaging on Behavior Is Inconsistent

Causing Confusion for Teachers on How to Effectively Manage Student Behavior
Nearly 40% of our 2022 survey respondents agreed that district and school administrators present
inconsistent messaging on how and when to follow district behavior management strategies. This
disconnect is not a new trend. In 2018, our research revealed that most districts had neither a clearly
communicated nor consistently followed protocol for managing behavioral disruptions. Results of our 2022 survey
show that district and school administrators believe they have an explicit district-wide behavior management
framework at far higher rates than teachers do. This reinforces teachers’ perspectives that administrators are not
communicating behavior management expectations as clearly as they may think. Furthermore, this disconnect can
cause confusion and uncertainty regarding how teachers should be managing student behavior.

More Administrators than Teachers Think Their District Has an Explicit

Behavior Management Framework

Percentage of Respondents Who Indicated Their District Has an Explicit District-Wide

Behavior Management Framework or Protocol for Managing Disruptive Behaviors

50% 55% 36%

District School Teachers

Administrators Administrators

Our 2022 survey suggests that teachers are also unsure which behavior management strategies to use.
One district surveyed had over 30 administrators claim the district uses PBIS and SEL, but zero teachers from that
district indicated this to be true. This example suggests that teachers and administrators even within the same
district may be completely unaligned on how they are managing behavior and teaching socio-emotional skills to their
students.

Administrators Believe Their Staff Members Use Behavior

Management Strategies at Higher Rates than Teachers Do

Percentage of Respondents Who Indicated Their District Uses SEL and/or PBIS

100 Dis trict Admin Teachers

89 85
80
66 62
50 58

0
SE L PBIS Uses both PBIS & SEL

Source: EAB data, interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 17 eab.com

 Barrier #3 and Barrier #4

Teachers Think Behavior Management Is Not a Top District Priority

Our 2022 survey data shows district administrators believe teachers receive more behavior
management support than teachers actually do. This includes overestimating the amount of training teachers
and staff receive. It makes sense then that teachers cite a lack of training on behavior management techniques as
a top barrier preventing effective behavior management.

Administrators Overestimate That Their Districts Provide Behavior Management Training

For respondents whose district and/or school uses PBIS: For respondents whose district and/or school uses SEL:

100 100

79
71
50 50
53
37

0 0
Repl ied yes that they (or district Repl ied yes that they (or district
teachers) have been trained teachers) have been trained

Administrators Teachers and Staff Administrators Teachers and Staff

In addition to feeling under-trained, teachers feel pressured to prioritize academic curriculum over
behavior management. Districts' failure to dedicate adequate time to consistently provide training for teachers on
behavior management and socio-emotional learning techniques likely contributes to this pressure. It signals that
behavior management is not a priority. However, given the state of student behavior, it must become a priority.
Without prioritizing time to ensure students have strong behavioral and socio-emotional skills, academics are
unlikely to progress. And that starts with prioritizing time for teachers to hone their behavior management expertise
and ensure teachers feel empowered to dedicate time in their classroom to support students behaviorally,
emotionally, and socially.

Insufficient Time for Behavior Management Training Signals That It’s a Low Priority

Percentage of Respondents Who Indicated PBIS and/or SEL Training Was Rarely or Never Revisited

For respondents
whos e dis trict 50
and/or school uses
67
PBIS

For respondents
59
whos e dis trict
and/or school uses Administrators
51
SE L Teachers and Staff

Source: PBIS Rewards, “PBIS Professional Development Activities”; EAB interviews and analysis.

©2023 by EAB. All Rights Reserved. 38483 18 eab.com

 202-747-1000 | eab.com

@eab @eab_ @WeAreEAB @eab.life

ABOUT EAB

At EAB, our mission is to make education smarter and our communities stronger.
We work with thousands of institutions to drive transformative change through
data-driven insights and best-in-class capabilities. From kindergarten to college
to career, EAB partners with leaders and practitioners to accelerate progress and
drive results across five major areas: enrollment, student success, institutional
strategy, data analytics, and diversity, equity, and inclusion (DEI). We work with
each partner differently, tailoring our portfolio of research, technology, and
marketing and enrollment solutions to meet the unique needs of every leadership
team, as well as the students and employees they serve. Learn more at eab.com.