segbog, I think you are right: Raymond is not the person who is going to make you see the problem in a better light. Anyone who can airily talk about "whole school behaviour management strategies" is clearly not speaking your language. And someone whose relationship with SMTs is I imagine that of a friendly advisor is unlikely to fully understand the frustrations you are experiencing in working under such dross. Unfortunately I dont know if I'll be of any more use to you. As you indicate the problem is largely a cultural one and there are limitations to what you can achieve. But you would not be writing here unless you thought the situation could be improved, so that's a positive step. I've worked with what was pithily described on this blog as 'rammy merchants,' teachers who could smile blithely through period after period of anarchy, and you are clearly not one of them. I think you can write off the SMT as well if they are as ineffective as you describe. So you are largely on your own. Raymond and others suggested 'policies' which can be helpful up to a point (the point usually being when they are not supported by SMT!) But what about personality? What do you have to offer there? You are obviously tenacious as you have been keeping this thread going for the best part of two months. You have a subject speciality; you can communicate forcefully; you have more life experience than any of your charges. You are actually far stronger than any of them. And despite them trying to drive teachers out of the school you're still there.That's just for starters: I obviously dont know you but I'm sure there is more to add. When we're under pressure as teachers the tendency is to become defensive, taciturn and cold; to deal with ill-discipline by quoting from the rule book. But the minute we do this we are playing into the hands of the Behaviour Management Crew who are constantly revising the rule book. We are actually turning away from the greatest asset we have in the classroom which is ourselves. Our humanity (I know that sounds rather grand) is presumably what attracted us to teaching in the first place and if that means cajoling, standing your ground occasionally, joking, or even taking a step towards a sub-culture you dont have much time for in order to get a meaningful contact with the pupils then I think it's worthwhile. The pupils will be far more interested in you than they are in your subject I suspect, so show them who you are. (Within limits; I dont think calling them 'feral' is a good idea) Sorry I cant be more practical. All behaviour systems I suspect really boil down to the principle of the carrot and the stick. The stick was taken away some years ago, and for some pupils the carrot is not particularly inviting so it can be a difficult job. But dont forget who you are. If you've something to give then the pupils, despite themselves perhaps, will at least faintly recognise this. It's a start.