Autismuk: "Why not do both ? "I agree with you that there's more to this than simply battening down on the children. One has to make a huge cultural switch (that I'm not even sure is possible any more) dumping the bullying self interest world-owes-me-a-living mentality that is running rampant (and starts with our Government who are a bunch of thugs IMO)." Yes I think that's the way forward, and I certainly wasn't suggesting (as oldandrew seems to imagine) that nothing is done to address the problem, only that the way we go about it needs to take some different assumptions on board than the ones that seem to prevail at the moment. More specialised help for the severely disruptive kids, yes. More training in psychology for pupil support/guidance staff? But also a move towards understanding bullying behaviour rather than just condemning it. This needs 1 to 1 work outside class though. As well as the sanctions you suggest (and let's assume they're applied fairly and consistently), what about some *incentives* for the kids? Settling down to work at school is a far more attractive proposition if there's a perceptible benefit rather than just an absence of sanctions. Surely the most effective solution is going to be one that gets them working with you, not against you? Remember how you felt at school? Look at it from their point of view. How can you hope to teach them to respect your viewpoint, let alone other viewpoints and ways of life, if you're not walking that talk yourself in regard to them? Many get cynical and start taking the **** for that reason alone. A lot of disruption arises out of boredom and a sense of having no choice. Even the non-disruptive kids suffer from this. How about the profession gets together and demands urgent changes to the curriculum to give you more freedom to actually teach, and kids more freedom in what (and possibly how) they choose to study? (And if the kids start to see that you're on their side in trying to change the system, you'll get more respect and cooperation.) Kids need a voice and (genuine) ownership of some of the decision-making. Loads of benefits -- team-working, group decision-making, negotiation skills, feeling valued, contributing, having responsibility for something important to the group, working with adults. Essential citizenship skills and a great lesson in responsible use of power. Kids get frustrated with playing 'let's pretend'. Give them hands-on experience, or if they can't be trusted with the real thing, then don't bother. 'Let's pretend' just makes them feel they're not good enough to be trusted and leads to them playing up to that assumption. You have to really mean this and not have some other agenda in mind (kids see through it otherwise), but why not get the kids involved in a school-wide initiative aimed at making school a place you all want to be? Witnessing how horrible it is for all of you, kids and teachers alike, and progressing to what would make a difference to everyone? (Other than just "kids doing what they're told".) As for this government, I think we get the governments we deserve. They're just another reflection in the mirror. We can't have it both ways -- individual freedom and a state that takes care of everything. If we didn't go baying or bleating to those in authority every time something goes wrong (which it will: that's life) we wouldn't have such a bunch of hyper control freaks in positions of power trying to dictate our every move.