'It's a pleasure to read such a well-considered, well-researched book which focuses on who we teach as a counterbalance to what we teach...[This text] provides a wealth of information and practical ideas for teachers. Roffey draws on her wide teaching experience for the case studies, teacher discussions and student exercises, and there are helpful activities in every chapter. Her work is well supported by references to research and she provides some excellent reading and resources for teachers on resiliency, peer support, emotional literacy and more. This book carries an important message to all in education - that 'welfare is not the province of senior staff and specialists,' but rather that 'wellbeing is a strategy for everyone.' And if schools are to achieve their goal in educating the young, there needs to be a far greater emphasis on educators being 'teachers of wellbeing'...A 'must-read' for educators' - Inside Teaching Magazine 'Based on research evidence, [this book] provides teachers with global best-practice examples of how schools can keep children and young people connected; promote positive relationships and positive school experiences; and intervene in the negative cycle of disadvantage...With case studies from primary and secondary schools; circle activities aimed at promoting relationships, responsibility, and resilience for students; professional development activities and checklists for teachers; and suggestions for further reading, the book provides explicit detail on promoting pro-social behaviour, responding effectively to difficulties and exploring ways in which real change might occur' - Teacher 'This book is an easy to read, effective tool for teachers, both newly qualified and experienced, in promoting positive relationships and well being within the classroom...The book goes beyond behaviour management techniques, using an holistic approach to encourage teachers to think about the needs of the child and promoting long term positive behaviour changes. Roffey continually makes readers think about why the behaviour might be happening, but also how to improve and promote positive change in their pupils. A great read that will be referred to again and again!' - Youth In Mind 'As a student it is often hard to find textbooks that use current research, but this book is a welcome exception. The up-to-date information it offers makes the book feel relevant not only to students studying education and behaviour management, but to teachers as well...This book could certainly be recommended as a way to increase understanding of some of the challenges of children's behaviour in school...It allows teachers to consider their behaviour management techniques and provides suggestions for new strategies, while reminding them of well-known techniques' - Times Higher Education 'This is an excellent book, giving a detailed insight into why and what schools need to do in order to put in place behaviour strategies for the benefit of all' - Mike Aylen, Senior Lecturer, University of Bedford 'I think this is a fabulous resource book for anyone working in primary or secondary education. Dip into almost any page and you will find some gem of information, a question that will challenge your thinking, an activity, or an insightful case study. If you picked up this book expecting it to help you manage challenging student behavior you may be in for a surprise. It does this exceeding well in my opinion, but it does much more than that. This book sets out the expectation that everyone in an education role, every teacher, trainee, teaching assistant, support person, and early childhood practitioner, can be a role model of well-being. Changing behaviour is schools is based on the premise that a theoretical knowledge of the subject isn't sufficient. Teachers have to be able to do well-being in order to teach well-being' Bridget Grenville-Cleave, Positive Psychology News Daily

This is a wonderful text that I have recommended to students on three courses (undergraduate and PGDE). It avoids simplistic assumptions about how to 'deal with' challenging behaviour in favour of promoting a view of how to understand challenging behaviour and its causes. It meshes well with the approach I take on my teaching courses, stressing the need for positive and nurturing classroom relationships as a precursor to effective learning and teaching.

Dr Fiona Patrick, Professional Learning and Leadership, Glasgow University

Excellent book, well laid out and informative.

Dr Jane Bulkeley, Education , Glyndwr University

The title offers a practical approach to important issues in relation to positive behaviours in schools and it complements a list of readers that the students are asked to read.

Dr Mario Moya, School of Education, Bedfordshire University

This book came too late for me to use it in may session. However, I have now looked at it and can see it will be an important text. I intend to recommend it on the reading list for next year. I will mention it to this years group but it is not included in their handbook. What I like is that it highlights a range of strategies but is grounded in the need to develop relationships with children which will enable them to succeed and behave. As a tutor is offers some good reflective activties to help engage the students.

Dr Ruth Dann, Education , Manchester Metropolitan University

Very accessible text with good overview of current issues. Particularly like the section on restorative practice.

Gwenda Scriven, Inst of Education, Worcester University

Very accessible text with good overview of current issues. Particularly like the section on restorative practice.

Gwenda Scriven, Inst of Education, Worcester University

This is a very important book for any teacher to read. I wish my sons teachers at school had read this book. Important in understanding pupil behaviour.

Miss Antoinette Unsworth, teaching and learning, Michaeljohn Training

An excellent book, demonstrating what schools need to do in order to put successful behaviour strategies in place to benefit the whole school.

Miss KATY MEREDITH, AACATS, Ystrad Mynach College

This is very useful to teachers as it links well-being to the pupils' needs and how to analyse any problems by providing an assessment schedule to review possible contributory factors inflencing behaviour.

Miss Liz McGuire, PGCE Secondary, Leeds Trinity and All Saints

I thought the book had some good ideas and theories relating to children and behaviour but was not focused encough on children in the early years.

Miss Sandra Lyndon, Childhood Studies : Early Years, Chichester University

A good resource to support students on the Foundation Degree by enabling them to consider different strategies and procedures for classroom development.

Miss Tracey Canham, Health Care and Early Years, Swindon College

This was a refreshing approach to an important topic. The book is well structured with many explanatory scenarios and case studies used to support the main text. Furthermore, the narrative is accompanied by useful and easy to implement activities. The reader is encouraged to engage with the subject matter and to share thinking with colleagues - discussion material and probing questions are offered throughout to assist in this. The treatment feels fresh and well grounded in contemporary research with useful references appearing at the end of each chapter. I have recommended this to my students, many of whom will go on to teach in inner city schools where they will certainly meet challenging behaviour at all levels.

Mr John Backwell, Department of Educational Studies, Goldsmiths College

This text will be very useful to all teacher trainees. It is scholarly and evidence-based, yet acessible. The case studies are an excellent tool to identify and analyse issues of behaviour management, and I like the emphasis on positive relationships. I will be ordering copies for the library.

Mr John Bayley, Department of Education, Newman College

Useful practical guide to positive techniques - good range of particularly helpful case studies.

Mr Martin Harmer, Social Sciences & Law, University of Teesside

An excellent resource, but more relevent to those inservice PCET tutors trainees who deal with 14 - 19's.I use the case studies to generate discussion within classroom management sessions.

Mrs ANNE MICHAEL, PCET ITT, Sheffield Hallam University

Excellent use of case studies and a wide range of activities to embed learning.

Mrs Annie Flower, Education , Derby University

A comprehensive examination of both teacher and pupil behaviour. Clearly structured with concise information detailed on summaries at the end of each chapter. Excellent.However it would have been beneficial to incorporate more early years examples into the case studies. Indeed it might have been useful to have a section on early years that then progressed onto the primary school child.

Mrs Beverley Hutchinson, Dept of Education, Stranmillis University College

This is a really useful, practical text containing case studies that support the theoretical background to the book. It is easy to navigate and the sections for reflection and discussion provide good prompts for deeper thinking.

Mrs Christine Smith, Primary Education, Liverpool John Moores University

This will be a supplemenatary text on our new education module at level 6

Mrs Deborah Harris, Education , Newman College

This is a highly 'readable' and informative book that gives the emphasis to putting strategies in place to manage behaviours rather than sanctions. It has proved to be a very poular text with a focus group of students this year.

Mrs Gillian Reid, Sch of Health,Community & Educ Studies, Northumbria University

This book would benefit learners at L3 and above to use to further their research however I feel it would be of most use within the class room setting as the question and reflection exercises would benefit all.

Mrs Gwyneth Walsham, School of Teaching and Learning, Gateshead College

Concise and relevant support for trainees currently on teaching placement. Useful as further reading following on from lectures and seminars. This text is accessible for undergraduates on a QTS course.

Mrs Helen Childerhouse, Faculty of Development and Society, Sheffield Hallam University

Accessible and clearly written text that addresses the concerns and issues trainee teachers often raise in taught sessions about behaviour in the classroom. Will definitely include it on professional practice modules' reading lists.

Mrs Helen Childerhouse, Faculty of Development and Society, Sheffield Hallam University

This book offers a range of good practice ideas for changing behaviour, but it is light on theory and research.

Mrs Issy Hallam, Psychology, South Devon College

A really useful book for my students who are all supporting learners in schools. Full of effective strategies to promote behaviour for learning.

Mrs Jean Bourne, Community Studies, Herefordshire College of Technology

“Teaching is about communication” Roffey, (2011). Most teachers face challenging behaviour in every day classrooms and settings. This book goes beyond presenting a holistic approach, including social and emotional issues. Sue Roffey offers excellent examples such as different teaching approaches, case studies and activities. Changing Behaviour in Schools is a must have book for everybody working with children and young people.

Mrs Paivi Valtonen, Education , Grimsby Institute of Further and Higher Education

A useful book for FdA Learning Support, particularly for the Behaviour course in Year 2. Easy to read with clear format. Useful text boxes and tables and "activities for students", which we have already begun to use as teaching points.

Mrs Pamela Egan-Wyer, Teacher Training, Bromley College of FE & HE

Written and presented in an easy-to-access format, which means that students can find a chapter or 'tip'/case study that is relevant to them, without having to read the whole of a chapter at a time.

Ms Anne Chowne, Dept of Early Childhood and Primary Ed, Institute of Education

Good focus on development of relationships as opposed to 'techniques' for managing behaviour.Activities and discussion points promote reflectiveness on the part of the trainee teacher.

Ms Jill Powell, Department Education, Bradford College

Very clearly written text with very good case studies.

Ms Majella Dempsey, Department of Education, National University of Ireland, Maynooth

This text is extremely accessible and offers a wealth of ideas and practical suggestions. The case studies supplied provide good examples that relate to the theory, and the questions for reflection and discussion are useful to work on independently or to set for group work.

Ms MIriam Walker, Faculty of Education, Winchester University

Added book list!

Sue Miles-Pearson, School of Education, Roehampton University