I am having a similar problem with one particular child. I haven't yet exhausted all 'positive' means....... but am a little resigned that the issues need to be addressed at a higher level (this is rare for me, but does happen with a very small amount of pupils). The situation that you are describing either needs challenging at a higher level, or you have to ignore it and allow it to affect the learning environment. Obviously, the second action is not acceptable - therefore, this must be pushed upwards. In my own case, I have created a word document that details the exact amount of disruption that is caused (how many hours/minutes etc of lesson that have been disrupted, and how much disruption has been caused to other students/the learning environment). I have also listed all things that I have put into action to try to resolve this - with a short note, on each occasion, appended to say that this hasn't worked....... In my view, written evidence is hard to ignore. The fact that this document exists (and that you have given it to SMT and asked for assistance) does somewhat force SMT to take this matter seriously. If an inspector comes into your room, or you have a complaint from a parent of another pupil in this class....... then you have lots of evidence to support you - and SMT should realise that this evidence would not support them....as they would not have provided the necessary assistance. It may be that 'on call' is hit and miss (it is also in my school). Therefore, this must be a higher level of management, with a greater range of sanctions that deals with this. Give them the detailed notes of the problem, and supporting notes/evidence as stated above and ask them for assistance - either that they suggest alternatives for you, or so that they take over this issue. It is not always possible to find the answer if you are a teacher. It MUST be the duty of management to support the teacher on the occasions when this is needed - either with practical advice and support, or school sanctions.