The Incredible Years programme – Teacher Classroom Management
Full evaluation
Meets inclusion criteria
Moderate methodology
* *

The Teacher Classroom Management is designed to make positive, evidence-based educational methods available to teaching professionals. The method is aimed at early education staff, preschool and primary school teachers, SEN teachers and other professionals working with children.

Teacher Classroom Management method forms part of the wider Incredible Years package, designed to prevent and treat behavioural problems and behavioural disorders in children aged between 3 and 12.

Please note that this a summary of the full evaluation, which is currently only available in Finnish.  

Target group
Toddlers Primary school age 
Description of the target group
Description of the intervention
2 / 3
2 / 3
Usefulness – Total score
9 / 15
3 / 3
Training availability
2 / 3
Cost effectiveness
0 / 3
3 / 3
1 / 3
  • Baker-Henningham, H., Walker, S., Powell, C., & Gardner, J. M. (2009). A pilot study of the Incredible Years teacher training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica. Child: Care, Health & Development 35, 624–631 Link to the reference
  • Baker-Hemmingham, H., Scott, S., Jones, K. & Walker, S. (2012). Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomized controlled trial. British Journal of Psychiatry, 201, 101-108. Link to the reference
  • Ford, T., Edwards, V., Sharkey, S., Ukoumunne, O.C., Byford, S., Norwich, B. & Logan, S. (2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomized controlled trial, with parallel economic and process evaluations. BMC Public Health 12, 719. Link to the reference
  • Hutchings, J., Martin-Forbes, P., Daley, D. & Williams, M.E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology 51, 571-85. Link to the reference
  • McGilloway, S., Hyland, L., Ní Mháille, G., Lodge, A., O’Neil,l D., Kelly, P., Leckey, Y., Bywater, T., Comiskey, C. & Donnelly M. (2010). Positive classrooms, positive children. A randomised controlled trial to investigate the effectiveness of the Incredible Years Teacher Classroom Management programme in an Irish context (short-term outcomes) A Summary Report prepared for Archways. Link to the reference
  • Raver, C., Jones, S., Li-Grining, C., Metzger, M., Champion, K. & Sardin, L. (2008). Improving classroom processes: preliminary findings from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 63, 10-26. Link to the reference
  • Santonen, J. (2013). Ihmeelliset vuodet: TCM-menetelmä esi- ja perusopetuksessa. Metropolia ammattikorkeakoulu. Link to the reference
  • Seppänen, T. (2012). Ihmeelliset vuodet koulussa 2010-2012. Loppuraportti. Omaiset mielenterveystyön tukena ry. Link to the reference
  • Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology 30, 283–302. Link to the reference
  • Webster-Stratton, C., Reid, J. & Stoolmiller, M. (2011). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of Child Psychology and Psychiatry 26, 189-201. Link to the reference