Faced with disruptive pupil behaviour in schools, many teachers say they have considered quitting the profession as a result, a survey reveals.

The findings from the think tank Policy Exchange highlights that 75% of teachers regularly have to deal with disruptive behaviour.

The survey also highlights that two in three teachers have, or are, considering leaving the profession and 71% of potential teachers say they are being put off from the profession over worries about poor pupil behaviour.

More than half of teachers say that the quality of children’s education is being affected by disrupted lessons and 45% of teachers say their initial training had not prepared them for managing poor pupil conduct.

Dr Joanna Williams, the report’s author, says there is an appetite among teachers, as well as students and parents for a tougher approach to the problem.

Introducing new policies on behaviour issues

However, she says that rather than introducing new policies on behaviour issues, the ones that are already in place need to be applied consistently.

The paper, It Just Grinds You Down, says that better standards should be a requirement for a school to achieve good or better Ofsted ratings.

Also, staff would benefit by having regular refresher courses in management policies.

The report states: “For pupil behaviour to improve, what’s needed now are not more directives from the government but more consistent and diligent enforcement of current school behaviour policies.”

The report also calls for a cultural shift so that high standards of conduct should be seen as the norm and for teachers to discuss behaviour management as a responsible issue rather than being a source of failure.

‘Pupils are expected to behave’

The report states: “The research shows that pupils, parents and teachers want a school environment in which pupils are expected to behave and are sanctioned and challenged when they do not.”

Damian Hinds, the education secretary, said: “Poor behaviour disrupts both teaching and learning, and it’s most keenly affecting disadvantaged pupils.

“We have taken decisive action since 2010 to empower teachers in tackling poor behaviour and many schools are leading the way for tackling persistent disruption.”

He added that the report’s findings highlight that all schools need to follow the best performing leads so that rising standards can be enjoyed in all schools.

Mr Hinds said: “We have pledged £10 million for schools to share best practice on behaviour management for school leaders and for teachers to focus on their important task of teaching.”