As per the current article by Weal in the e-newspaper the Gurdian(2022), 2 in 5 teachersare changing their occupation within their first five years of teaching; one of the various reasons is lack of support in managing challenging behaviour<\/ins> To begin<\/ins> Behaviour management: behaviour management is a method of behavioural modification that<\/ins> Teachers\u2019 perception of the behaviour<\/ins> Managing children\u2019s behaviour<\/ins> Children\u2019s experience of behaviour management. To discuss the children\u2019s behaviour management experience<\/ins> In many cases,<\/ins> children have an <\/ins>address that the children from good children have bullied them<\/ins> Educational <\/ins>t<\/ins>behaviour<\/del> in the classroom. This lack of support has raised concerns about the teachers’ well-being and children’s quality of education. Managing disruptive or challenging behaviour<\/ins>behaviour<\/del> has always caused anxiety and pressure amongst the teachers regardless of whether they are newly qualified or experienced teachers. In a recent situation COVID-19, have impacted children’s social, emotional and mental health significantly around the globe. In their report, <\/ins>Morris and Fisher (2022) have <\/del>highlighted in their report <\/del>that the pandemic has led to an unprecedented level of <\/del>demand for mental health care in children and young people: in 2021, at least 1 in 6 children in England had probable mental health disorder. This essay explores the teacher’s and children’sexperiences of enacting behaviour management policies and procedures in a mainstream primary classroom, followed by examining the available support from local authorities and government to support children and Teachers in providing enabling and diverse environment.<\/p>\n\n\n\nstart with<\/del>, it is essential to comprehend the meaning of the keywords that used in this essay:<\/p>\n\n\n\nbehaviour<\/del>: The term challenging behaviour is used to describe a range of behaviours that<\/ins>which<\/del> can put the person displaying the behaviour<\/ins>behaviour<\/del> or those around them at risk. This can be a <\/ins>risk of physical harm or risk of exclusion from various aspects of life such as schools, work, and relationships<\/ins>relationship<\/del>. The behaviour<\/ins>It is the behaviour that<\/del> challenges parents<\/ins>parent<\/del>, carers,<\/ins> and teachers because it is of such intensity and is <\/ins>usually not seen as socially acceptable. (Emerson, 2011).<\/li><\/ul>\n\n\n\nwhich<\/del> focuses on maintaining order. The process focuses on shaping and maintaining positive behaviour<\/ins>behaviour<\/del> while discouraging the <\/del>negative behaviours. Teachers follow this process to maintain enabling environment of learning in a <\/ins>diverse and inclusive classroom by setting up the rules,<\/del>and straightforward<\/ins>clear<\/del>routines<\/ins>routine<\/del> and displaying rewards for positive behaviour<\/ins>behaviour<\/del> and consequences for negative Behaviour <\/ins>behaviour<\/del>(Chater, 2007). <\/del><\/p>\n\n\n\nBehaviour<\/del>of <\/ins>management<\/del>the <\/ins><\/strong>management<\/ins>:<\/del><\/strong><\/p>\n\n\n\nbehaviour<\/del> in the <\/ins>classroom requires skills of understanding child\u2019s individual needs<\/ins>need<\/del>, respecting children<\/ins>child<\/del> for who they are and having knowledge of theoretical perspectives to plan strategies to have a <\/ins>diverse and inclusive classroom. Since 1998, managingbehaviour<\/ins>behaviour<\/del>has been<\/ins>is<\/del>vital<\/ins>key<\/del> learning for a <\/ins>teacher training programme; <\/ins>, however till<\/del>however, till<\/ins>today<\/del>today,<\/ins> many newly qualified teachers<\/ins>teacher\u2019s<\/del>feel<\/ins>feels<\/del> that they are not well trained and fully equipped to manage challenging or disruptive behaviour<\/ins>behaviour<\/del> in the <\/ins>classroom along with many other responsibilities (Atici,2007). Disruptive behaviour<\/ins>behaviour<\/del> such as sufficiently off the task and distracting teachers\/ peers during learning time is a <\/ins>growing concern in the UK classroom. Recent research conducted by Longobardi (2021),<\/del> reported that education policy in the <\/ins>UK is dominated to have \u2018performativity\u2019; the<\/ins>, the<\/del> focus is more on the <\/ins>academic outcome. In<\/ins>, in<\/del> this culture,the student-teacher<\/ins>student-teachers<\/del> relationship has been impacted due to disruptive behaviour<\/ins>behaviour<\/del> in the <\/ins>classroom, which leads<\/ins>led<\/del> teachers to label children<\/ins>child<\/del> and has<\/ins>have<\/del> unequal approach toward that child. For instance, children who demonstrate<\/ins>are demonstrating<\/del>the <\/del>prosocial behaviour<\/ins>behaviour<\/del> tend to have a <\/ins>positive approach to<\/ins>for<\/del> involvement in learning and other classroom activity from the <\/ins>teacher. Children<\/ins> and children<\/del> who have<\/ins>is having<\/del> disruptive behaviour<\/ins>behaviour<\/del> might will <\/del>have<\/ins>be having<\/del>a <\/ins>pre-judge strategy<\/ins>approach<\/del> from the <\/ins>teacher and have limited access to<\/ins>of<\/del>participation<\/ins>involvement<\/del> in education<\/ins>learning<\/del> and other classroom activity.<\/p>\n\n\n\n<\/del><\/strong><\/p>\n\n\n\nexperience of behaviour management<\/del>, it is crucial to accept<\/ins>except<\/del> that especially in primary school,<\/del> every behaviour communicates<\/ins>is communication of<\/del> children\u2019s well-being and individual needs<\/ins>, especially in primary school<\/ins>need<\/del>. As professional educators<\/ins>educator<\/del>, it is our ethical duty to identify and cater for <\/ins>that need. Challenging or disruptive children’s behaviour<\/ins>behaviour of children<\/del> is linked to the social environment, notto the medical necessity<\/ins>need<\/del> of the child. This behaviour indicates the <\/del>anger, sadness, inability to communicate clearly and maybe<\/ins>may be<\/del> lack of attention and attachment in their life. After the primary career, teachers are the first available safe base for children, in <\/del>where they <\/ins>seek acknowledgement and support to develop holistically. Despite the educational settings increasingly expected to allow the opportunity for children\u2019s views to be heard to<\/ins>in order to<\/del> shape and influence educational provision,<\/ins> there is still appears to be lacking. During the current research,<\/ins> when children\u2019s voice has been heard about catering to <\/ins>children\u2019s mental health and well-being needs, children have been <\/ins>told that there is a <\/ins>high level of pressure is<\/ins>in<\/del> expected behaviour but a deficient<\/ins>very low<\/del> level of support available to give an <\/ins>understanding of how to demonstrate the good behaviour. The presence of <\/del>antagonistic<\/ins>negative<\/del> relationship with teachers<\/ins>teacher<\/del> led children to have fewer<\/ins>less<\/del> friends in the <\/ins>playground and be victims<\/ins>a victim<\/del> of easily targeted for <\/del>punishment and exclusion from the playground.<\/ins><\/p>\n\n\n\nthey have been bullied by the children from good children<\/del>; however<\/ins>, however<\/del>,<\/ins> they were facing punishment due to judgmental and stereotyped beliefs<\/ins>believes<\/del> by the <\/ins>teacher<\/ins>T<\/del>eacher<\/del> or TA(teaching assistant)<\/ins>. To<\/ins>To be <\/del>able to <\/del>able to<\/del> learn,<\/ins> children need to develop the feelings of being heard, being <\/del>valued<\/ins>important<\/del>, self-worth and self-belonging.belonging. <\/del>Teachers’ negative approaches<\/ins>Negative <\/del>approach<\/del> by <\/del>teacher<\/del>possibly <\/ins>have led children to rebel and misbehave<\/ins>have rebelling and misbehaviour<\/del> in the <\/ins>classroom. It has been proven in research by Osterman<\/ins>osterman<\/del> (2000) that children who have a <\/ins>sense of belonging at their schools,<\/del> tend to have better academic bad social outcomes<\/ins>outcome<\/del>. For children with complex<\/ins>difficult<\/del> social, emotional and mental health, it<\/ins>ishealth <\/del>is challenging<\/ins>difficult<\/del> to demonstrate the socially appropriate<\/ins>appropriated<\/del> behaviour that <\/ins> possiblybehaviour <\/del>may be <\/ins>possibly <\/del>due to their ongoing<\/ins>on-going<\/del> problems from home,<\/ins> such as abusive parents, grieving,<\/del>and <\/ins>lack of emotional attachment; they require constant support from the knowledgeable adult to <\/del>shape their social skills. A pupil’s<\/ins>Pupils<\/del> voice refers to people’s<\/ins>the<\/del> views, perceptions<\/ins>perception<\/del>, and perspectives of people <\/del>(Cefai and coper, 2010).<\/p>\n\n\n\n