Classroom disruptions to some degree are inevitable.  This can mean anything from students constantly arriving late, to excessive talking, to a physical altercation causing potential harm. Even in the worst case scenario, there can be strategies in place.

When unavoidable situations arise that threaten safety, it may be necessary to end class early, call 911, and send someone for backup support.  However, most classrooms are safe spaces and unplanned circumstances are workable with appropriate measures in place.  Managing disruption isn’t one single pedagogy- it’s an applied classroom management approach rooted in clear expectations, instructor presence, relationship-building, and restorative dialogue. Establishing this management approach helps ease anxiety, sets up student expectations, and can give a better chance of deescalating unwanted situations when they arise.

Proactive Measures

Even before students set foot in the classroom, instructors have opportunities to take preventative actions for potential student disruptions by including clear expectations in the class syllabus. Keeping in mind that not everyone may read them word for word, it’s also important to follow up with class discussions revolving around the types of incivilities that won’t be tolerated and clearly naming the related consequences. Taking the time to outline such goals, perhaps including student ideas to personalize intent for the group, allows for encouragement of respect and understanding, while also establishing positive relationships and community norms. U-M's Center for Research on Learning and Teaching (CRLT) has a great resource, Guidelines for Classroom Interactions, offering further insight on how this can be accomplished.

Showing students that you care and respect their individuality is another positive course of action to decrease potential future issues. It’s worth the time to get to know students. Building connections and asking for student input, as well as sharing personal experiences, can help create a welcoming and caring atmosphere. 

Establishing a sense of community is possible even in large groups through shared experiences. Consider conducting a “temperature check” by projecting images and asking students to select the one closest to how they are feeling about their understanding of the day’s content.  This kind of activity can lead to substantial information about how students are experiencing course content and assure them that their opinions are necessary for class success (Hood, 2023).

Active Measures 

What about those times when no one is being threatened, but class time is still repeatedly disrupted by instances like excessive talking, disrespect toward you or classmates, or a number of other distracting behaviors that are considered non-emergencies? At this point, adhering to the schedule becomes less important than taking the time to talk through the situation. It can be beneficial to use active listening skills in order to show that students are being “spoken with” instead of “spoken at”.

One example of a possible disruptive situation is students writing sarcastic comments in polls or surveys. These methods are valuable ways of gathering information, even if it’s not the information you were expecting.  Consider how this could be handled in a way that keeps the instructor in control of the situation. When a student responds in a mocking manner, it’s important to acknowledge the comment, not simply ignore it. It is also completely acceptable to put a pause on it instead of immediately addressing it. The instructor could say something like, “This comment doesn't meet activity goals, but I would like to circle back and revisit”. A follow-up conversation is a chance for reframing and gathering information about the intention by assuming the student was seeking information rather than intending hostility.  

The University of Denver’s Office of Teaching and Learning encourages the use of Critical Incident Questionnaires as a tool for class reflection in situations where there is a shift in classroom atmosphere. This can be a valuable tool for inviting student input and buffering future conflict by opening dialogue and finding out their needs.

Finding Support and Getting Help

If you are experiencing classroom incivility, you don't have to handle it on your own. It is okay to reach out for support. We encourage you to get the right people involved to help solve a problem and provide support to remedy the situation.  A great place to start regarding disruptive students or situations is the Office of Student Academic Affairs. You can also reach out to your department chair if you are unsure of the best course of action.

The University of Michigan has several resources available for support.

• Office of Student Academic Affairs has resources and support for students in distress and disruptive students.
• Counseling and Psychological Services (CAPS) provides assistance in determining how to best help a student who is experiencing serious psychological difficulties. 
•  Office of the Vice President of Student Life to discuss whether the situation warrants convening a Mental Health Advisory Committee review. 
• Disruption of a class or other University activity by a student may be a violation of the Statement of Student Rights and Responsibilities. The faculty member should contact the Office of Student Conflict Resolution for more information.
•  University Policies and Procedures Affecting Students - Office of the Provost Faculty Handbook guidelines
• UM Division of Public Safety and Security  - 24/7 campus safety resources
• OMBUDS - https://facultyombuds.umich.edu/  confidential, impartial, informal, and independent resource for information and assistance to faculty members.

If you would like to speak with an instructional consultant about your course, you can request a consultation here. We’re always happy to help!

References:

Ahmed, Z., Bemiller, M., & McMahon, S. (2024). Restorative Pedagogy to Build Community in the Classroom: Autoethnographic reflections from faculty

Carnegie Mellon University, Student Affairs, Civility Initiatives. (n.d.). Active listening.https://www.cmu.edu/student-affairs/civility/resources/active-listening.html

Center for Excellence in Teaching and Learning. (n.d.). Classroom civility. University of Mississippi. https://cetl.wp2.olemiss.edu/wp-content/uploads/sites/83/2016/03/ClassroomIncivility.pdf

Center for Research on Learning and Teaching. (n.d.). Teaching strategies: Disrespect and disruption in the college classroom. University of Michigan. https://crlt.umich.edu/tstrategies/disruption

Hood, S. (2023). Strategies for increasing instructor presence. Faculty Focus. 

Kounin, J. (2024). Jacob Kounin’s Classroom Management Research. EBSCO.

University of Denver. (n.d.). Critical incident questionnaires. https://operations.du.edu/inclusive-teaching/content/critical-incident-questionnaires

University of Michigan, Office of the Provost. (2025). Faculty handbook: 8.D University policies and procedures affecting students.