Managing Disruptive Behavior in the Classroom: An Evidence- Based Review of Proactive, Reactive, and Systemic Behavioral Intervention Frameworks

Abstract

Managing disruptive behavior in contemporary classrooms represents one ofthe most persistent operational challenges for educators, directly impactinginstructional efficacy, student academic achievement, and teacher retentionrates. This review paper synthesizes global academic literature regarding the management of behavioral disruptions, shifting the discourse from traditional punitive models toward evidence-based, proactive intervention frameworks. The analysis evaluates the execution of Positive Behavioral Interventions and Supports (PBIS), Functional Behavioral Assessments (FBA), Restorative Practices, and trauma-informed classroom management. By assessing empirical and case-study evidence, this paper examines how systemic vulnerabilities—such as coercive cycles of interaction, inconsistentadministrative support, and professional capacity gaps—hinder effectivebehavior modification. The findings demonstrate that a multi-tiered system of behavioral support reduces disciplinary exclusions while improving theclassroom socio-emotional climate. Finally, this review highlights criticalresearch gaps surrounding digital behavioral disruptions in hybridclassrooms and proposes a unified, data-driven behavioral managementframework to optimize contemporary school environments.  KEYWORDS: Classroom Management, Disruptive Behavior, PBIS, Restorative Practices, De-escalation Strategies, Behavioral Intervention.