Classroom Management Statistics, Trends 2023

As teachers and educators, one of the most important aspects of our jobs is ensuring that our students are in a safe, productive, and engaging learning environment. To that end, it’s important to understand the current state of classroom management and what we can do to improve it.

In this blog post, we’ll take a look at classroom management statistics that highlight the challenges and best practices of effective education.

Classroom Management Statistics

1. The global classroom management software market is expected to reach $2.6 billion by 2026, growing at a CAGR of 11.6% from 2020 to 2026.
2. In 2020, the education technology (edtech) market size was valued at $252 billion, and it is expected to reach $407 billion by 2025.
3. A survey of teachers found that the most common classroom management strategies include setting clear rules and consequences, establishing positive relationships with students, and using praise and reinforcement.
4. The use of classroom management software is increasing, with 71% of teachers reporting they use such software to manage their classrooms.
5. A study found that teachers who used classroom management software reported reduced stress and increased student engagement compared to those who did not use such software.
6. 60% of teachers report that they use technology in their classrooms every day.
7. 95% of students report having access to a computer at home.
8. The average length of time a teacher spends on classroom management is 20 minutes per day.

Teacher Retention & Dissatisfaction:

Data	Percentage
Teachers in Arkansas finding jobs outside the classroom within 5 years	40%
Teachers in US stopping teaching within 5 years	17%
Departing teachers cited dissatisfaction as reason	55%
Teachers switching schools due to dissatisfaction	66% (per National Center for Education Statistics Schools and Staffing Survey 2012)

Classroom Management & Teacher Preparation:

Data	Percentage
New teachers feeling “not at all prepared” or “only somewhat prepared” to manage classrooms and discipline misbehaving students	40% (National Council on Teacher Quality study)
Teachers identifying classroom management as a “crucial skill”	100%
Teachers calling classroom management “extremely important”	82%

Addressing Disruptive Behavior:

Data	Percentage
Teachers who want more opportunities to help each other address disruptive students	86%
Teachers who want increased teacher training and strategies to minimize disruptive behavior	81%
Teachers who want improvement in school security	18%

Teacher Residency Programs:

Data	Percentage
Graduates of teacher residency programs remaining in the same district for more than 3 years	80-90%
Graduates of teacher residency programs remaining in the same district for more than 5 years	70-80%
Teachers nationally remaining in the same district for 5 years	54% (29% transfer and 17% leave profession)

Child Mental Health Disorders:

Data	Percentage
Children aged 2 to 17 diagnosed with ADHD	9.4% (U.S. Centers for Disease Control and Prevention)
Children aged 3 to 17 diagnosed with behavior disorder	4%
Children aged 3 to 17 diagnosed with anxiety	1%
Children aged 3 to 17 diagnosed with depression	2%
Children with depression also diagnosed with anxiety	8%
Children with depression also diagnosed with behavior problems	47.2%
Children with anxiety also diagnosed with behavior problems	9%
Children with anxiety also diagnosed with depression	32.3%

Teacher Communication & Support:

Data	Percentage
Teachers who communicate with coworkers on social media	90% (Primary Sources survey)
Teachers who use education based websites for professional advice and support	65% (Primary Sources survey)

Classroom Behavior Management:

Data	Percentage
Teachers who reported being able to control disruptive behavior in the classroom “quite a bit” or “a lot”	85%
Lower secondary teachers in public schools who reported being able to make expectations about student behavior clear “quite a bit” or “a lot”	Not specified by country/education system (2018)
Lower secondary teachers in public schools who reported being able to manage various aspects of student behavior “quite a bit” or “a lot”	80% or more (2018)
Teachers with less than 3 years of experience who reported being able to control disruptive behavior in the classroom “quite a bit” or “a lot”	61% (2018)
Teachers with more experience who reported being able to control disruptive behavior in the classroom “quite a bit” or “a lot”	86-87% (2

Classroom Management Facts

9. Classroom management is often considered the most critical aspect of teaching.
10. The quality of classroom management is linked to student achievement and motivation.
11. The use of technology in classroom management is increasing, with many teachers finding it helpful in reducing the time spent on administrative tasks.
12. Effective classroom management can help reduce behavioral problems, absenteeism, and teacher burnout.

Classroom Management Benefits

13. Increased student engagement and motivation
14. Reduced stress for teachers
15. Improved behavior and discipline in the classroom
16. Increased teacher effectiveness and efficiency
17. Improved student achievement
18. Increased teacher job satisfaction

Classroom Management Trends

19. The use of technology in the classroom is rapidly increasing
20. There is a growing demand for personalized learning experiences
21. The use of gamification in the classroom is becoming more common
22. The use of virtual and augmented reality in the classroom is on the rise

Classroom Management Adoption Rates

23. The adoption of classroom management software varies by country, with higher adoption rates in developed countries.
24. The adoption of classroom management software is higher in urban areas compared to rural areas.
25. The adoption of classroom management software is higher in private schools compared to public schools.

Classroom Management Market Analysis

26. The classroom management software market is highly competitive, with many players offering a variety of solutions.
27. The market is dominated by a few large players, including Google, Microsoft, and Blackboard.
28. The market is expected to continue growing, driven by increasing demand for technology in the classroom.

Classroom Management Demographics

29. The use of classroom management software is higher among younger teachers.
30. The use of classroom management software is higher among teachers with advanced degrees.
31. Teachers who use technology in the classroom are more likely to use classroom management software.

Classroom Management Software Options

32. There are many different types of classroom management software available, including gradebook software, attendance software, and behavior management software.
33. Popular options include Google Classroom, Blackboard, and Canvas.
34. Software options range from free to paid, with varying levels of features and functionality.
35. Many software options offer integrations with other edtech tools, such as virtual learning platforms and student information systems.

Classroom Management Opportunities

36. There is a growing demand for technology in the classroom, providing opportunities for companies to develop new and innovative classroom management solutions.
37. There is a growing demand for personalized learning experiences, creating opportunities for software providers to offer tailored solutions for individual students.
38. The use of virtual and augmented reality in the classroom is increasing, providing opportunities for software providers to develop new and innovative solutions in this area.

Classroom Management Challenges

39. The adoption of technology in the classroom can be challenging for some teachers, particularly those who are less familiar with technology.
40. There is a shortage of qualified technology teachers, making it difficult for schools to adopt and integrate technology into the classroom.
41. The cost of technology and software can be a barrier for some schools and teachers.
42. Ensuring the security and privacy of student data is a major challenge in the use of technology in the classroom.

Table 2: Mental Health in Children Aged 2-17

Diagnosis	Percentage of Children
ADHD	9.4%
Behavior Disorder	4%
Anxiety	1%
Depression	2%

Table 3: Co-occurrence of Mental Illnesses in Children with Depression

Diagnosis	Percentage of Children
Anxiety	8%
Behavior Problems	47.2%
Depression	–

Table 4: Co-occurrence of Mental Illnesses in Children with Anxiety

Diagnosis	Percentage of Children
Anxiety	–
Behavior Problems	9%
Depression	32.3%

Table 5: Teacher Use of Social Media and Professional Websites

Source	Percentage of Teachers
Social Media	90%
Professional Advice and Support Websites	65%

Table 6: Teachers’ Ability to Manage Student Behaviors

Source	Percentage of Teachers
Controlling Disruptive Behaviors	85%
Calming Disruptive or Noisy Student	80%

Table 7: Teachers’ Ability to Manage Student Behaviors by Experience

Experience	Percentage of Teachers
Less than 3 Years	61%
More than 3 Years	86-87%

Table 11: Causes of Misbehavior in Students

Cause	Percentage of Misbehavior
Academic Deficits	20%

Underlying Reasons for Student Misbehavior

Reason for Misbehavior	Explanation
Boredom	Like Steve Jobs, students may be restless in class, leading them to act out, play pranks, or distract other students.
Oppositional Defiant Disorder (ODD) or Conduct Disorder	1 in 16 children suffer from ODD or another conduct disorder, leading to higher levels of aggression at school.
Social and Emotional Development	Misbehavior may be a healthy part of a child’s social and emotional development, as children test boundaries and assert their independence.
Academic Struggles	Misbehavior may stem from well-intentioned academic struggles such as not understanding the assignment or it being too difficult.
Emotions	Students may act out when their emotions get the best of them.

Common Classroom Management Mistakes and Solutions

Mistake	Explanation	Solution
Responding to Surface-level Behavior	Reacting to misbehavior without understanding the underlying reasons.	Look for the underlying reasons for the misbehavior, figure out the student’s goals, and address the misbehavior in a more productive way.
Assuming It’s Not an Academic Issue	Overlooking the possibility that misbehavior may stem from academic struggles.	Consider that misbehavior may be a result of academic deficits and address those instead.
Confronting Every Minor Infraction	Trying to stamp down minor disruptions, which can actually increase them in the long run.	Highlight positive conduct and use nonverbal responses to encourage students to pay attention.
Using Time-out Corners	Sending students to the corner as a form of punishment, which can cause feelings of shame or embarrassment.	Avoid using time-out corners as punishment.

Challenges of Classroom Management

1. 33% of teachers report that managing student behavior is their greatest challenge in the classroom.
2. 45% of teachers say that managing student behavior takes up the majority of their class time.
3. 20% of teachers report that they have to deal with disruptive behavior on a daily basis.
4. 60% of teachers say that dealing with disruptive behavior is a weekly occurrence.
5. 40% of teachers report that disruptive behavior is more common in lower-income schools.
6. 50% of teachers say that they have to repeat instructions multiple times due to disruptions in the classroom.
7. 75% of teachers say that they have to spend extra time outside of class dealing with disciplinary issues.
8. 60% of teachers say that they feel that their current methods of managing behavior are not effective.
9. 30% of teachers report that they have been physically threatened by a student.
10. 20% of teachers say that they have been physically assaulted by a student.

Strategies for Effective Classroom Management

1. 65% of teachers say that clear expectations and rules help manage behavior in the classroom.
2. 55% of teachers say that positive reinforcement is an effective way to manage student behavior.
3. 50% of teachers say that one-on-one conferences with students are an effective way to manage behavior.
4. 45% of teachers say that group problem-solving sessions are an effective way to manage behavior.
5. 40% of teachers say that parent involvement is crucial in managing student behavior.
6. 60% of teachers say that proactive classroom management strategies, such as clear routines and procedures, are effective in reducing disruptive behavior.
7. 70% of teachers say that using technology, such as online learning platforms, can help manage behavior in the classroom.
8. 55% of teachers say that allowing students to have a say in the classroom rules and consequences is effective in managing behavior.
9. 45% of teachers say that creating a supportive and inclusive classroom environment is essential for managing behavior.
10. 50% of teachers say that addressing the root cause of disruptive behavior, such as family problems or personal issues, is crucial in managing behavior effectively.

Table 1: Research on the Relationship between Classroom Management and Student Outcomes

Study/Research	Findings
Evertson & Weinstein (2006)	Effective classroom management is critical for student engagement and academic achievement.
Stronge et al. (2011)	Classroom management is the only significant predictor of difference between top-quartile and bottom-quartile teachers.
Oliver, Wehby, & Reschly (2011)	High-quality classroom management reduces disruptive and aggressive behavior by an average of 0.80 (p < 0.05).
Marzano, Marzano, & Pickering (2003)	Classroom management reduces disruptive and aggressive behavior by an average of 0.90 (p < 0.05) and positively impacts academic achievement by 0.52 (p < 0.05).
Scott (2017)	Classroom management is a critical component of effective instruction.

Table 2: Research on the Challenges with Classroom Management

Study/Research	Findings
Barrett & Davis (1993)	Teachers consider classroom management to be the most challenging aspect of their job.
Reinke et al. (2011)	Teachers receive very little training in classroom management.
Freeman et al. (2014)	Teachers receive very little training in classroom management.
Oliver & Reschly (2010)	Teachers receive very little training in classroom management.
Wei et al. (2010)	Many teachers leave the profession within their first five years due to classroom management challenges.
Scott et al. (2011)	Based on direct observation, most teachers do not demonstrate the skills necessary to effectively manage their classrooms.

Table 3: Research on Classroom Management for Students with Emotional and Behavioral Disorders

Study/Research	Findings
Sugai et al. (2000)	Students with elevated behavioral problems are often excluded from classroom instruction.
McLeskey et al. (2012)	Students with elevated behavioral problems are often placed in restrictive settings.

Table 1: Operational Definitions of Classroom Management Skills

Classroom Management Skill	Operational Definition
Group opportunity to respond (OTR)	Teacher provides class group with an opportunity to respond to a question or request related to the lesson. The required response to questions can be verbal or gestural (e.g., thumbs up). All OTRs must be related to the academic or behavioral curriculum. Rhetorical questions that are not meant to solicit a student response are not OTRs.
Individual opportunity to respond (OTR)	Teacher asks a question related to the lesson directed at an individual student. The required response to the question(s) can be verbal or gestural. All OTRs must be related to the academic or behavioral curriculum. Rhetorical questions that are not meant to solicit a student response are not OTRs.
Behavior-specific praise (BSP)	Teacher gives an individual student or whole class behavior-specific praise. Behavior-specific praise is a contingent verbal statement that communicates positive feedback to a student and explicitly tells student(s) what they did right (e.g., “Good job, I like that you raised your hand.”)

Q: What is classroom management?

A: Classroom management refers to the techniques and methods used by teachers to create an orderly, productive, and safe learning environment.

Q: Why is classroom management important?

A: Classroom management is critical to student achievement and motivation, and the quality of classroom management is linked to improved behavior and discipline in the classroom, as well as reduced stress for teachers.

Q: What are some popular classroom management software options?

A: Popular options include Google Classroom, Blackboard, and Canvas.

Q: What are some benefits of using classroom management software?

A: Benefits include increased student engagement and motivation, reduced stress for teachers, improved behavior and discipline in the classroom, increased teacher effectiveness and efficiency, improved student achievement, and increased teacher job satisfaction.

In conclusion, classroom management is a complex issue that requires a comprehensive and holistic approach. By understanding the challenges and best practices of effective classroom management, we can work towards creating a positive and engaging learning environment for all students. Whether it’s through clear expectations, positive reinforcement, technology, or a supportive and inclusive classroom environment, we must strive to find the strategies that work best for our students and our schools.

In order to improve classroom management, it is important to continuously evaluate our practices and make adjustments as needed. Teachers can also seek support and resources from their schools and professional organizations, as well as participate in ongoing professional development and training. By working together and striving towards the common goal of creating effective and engaging learning environments, we can help ensure that all students have the opportunity to succeed.