Stay calm, act early and keep it private. Set a few clear class rules, praise the behaviour you want, give the child a job or a choice, and have a quiet word away from the group. Never shout, shame or use physical punishment. If it keeps happening or worries you, speak to your safeguarding lead and the parent.
It’s ten minutes into a Tuesday class. One child is chatting through your instructions, another is swinging on the barre, and a third has gone very quiet in the corner. You can feel the whole room waiting to see what you’ll do.
Most of us have been there, and none of us were taught what to do on day one. This guide gives you calm, practical steps for handling disruptive behaviour in a dance class, in a way that keeps children safe and keeps the class moving.
Start by asking what the behaviour is telling you
Behaviour is communication. A child who is chatting, wandering or refusing to join in might be tired, hungry, nervous, bored, struggling with the steps or finding it hard to cope with a busy room. Some children have additional needs that make a class feel overwhelming. Others are dealing with something at home that you can’t see.
You don’t need to diagnose anything. You just need to get curious before you get cross. Ask yourself:
- Is this new, or has it been building?
- Does it happen at a certain point in the class, such as transitions or partner work?
- Is the child struggling, rather than choosing to misbehave?
- Does the activity suit this age and this group?
Our guide to creating an inclusive dance space is a helpful read here. Its main message is to approach situations with curiosity rather than fear, and to adapt rather than assume a child can’t join in.
Prevent it before it starts
The best behaviour management happens before anyone misbehaves. A few habits make a big difference.
Build a predictable routine
Children settle faster when they know what’s coming. Greet them the same way each week, start with a familiar warm up, and finish with the same goodbye. When children know the shape of the class, they have less reason to test it.
Agree a few clear rules
Choose three to five rules and word them positively. “Listening ears when someone is talking” works better than “Don’t talk”. With older children, ask the class to help write the rules. They’re more likely to keep rules they helped make.
Give clear, short instructions
Long explanations lose a room. Say what you want, show it, and then let them try. Give one instruction at a time and check that everyone has heard before you move on.
Keep the pace up
A lot of disruption comes from waiting around. Plan quick transitions, keep lines short, and have a back-up activity ready for when something takes longer than planned. Our modern dance class ideas show how a clear class shape and quick games keep a group busy and focused.
What to do in the moment
When behaviour starts to slip, work through small steps first. Keep your voice low and steady. A calm teacher helps a room stay calm.
- Use your position. Move closer to the child while you keep teaching. Often that’s enough.
- Give a quiet, specific reminder. Say “Ellie, I need you facing the front, thank you”, not a general “Stop that”.
- Offer a choice. “You can join the line now, or take a drink and join in the next count.” Choices help children feel in control.
- Give them a job. A child who’s restless might hand out props, choose the next game or lead the warm up.
- Take a short reset. A quick sit with a helper, a drink of water or a minute to breathe can help. Keep it short, keep the child in sight and make it clear they can come back.
- Have a private word. At a calm moment, away from the group, say what you saw, what you need and what you’ll do together next time.
Praise matters just as much. Notice the child who’s trying and tell them exactly what they did well. Specific praise teaches the whole class what you want to see.
What not to do
It’s easy to lose patience in a tough class, so it helps to decide in advance what’s off the table.
- Don’t shout, use sarcasm or embarrass a child in front of others.
- Don’t punish the whole class for one child’s behaviour.
- Don’t withhold water or toilet breaks.
- Don’t leave a child alone outside the room or out of sight.
- Don’t use physical contact to control a child’s behaviour.
On that last point, the NSPCC is very clear. Its guidance on physical contact in sport says any form of physical punishment of children in sport or physical activity is unlawful and would be considered physical abuse. It also says physical contact should happen only when necessary, for example to prevent an injury, and that adults should explain why, keep it open and visible and report any concerns.
The government’s out-of-school settings guidance, last checked 28 October 2026, also recommends a staff behaviour policy, sometimes called a code of conduct. It should include a commitment that under no circumstances should any staff member or volunteer inflict physical or psychological harm on a child. Write that into your own policy and share it with everyone who works in your school.
This is general guidance, not legal advice. For your own situation, speak to your safeguarding lead and the organisations named in your policy.
Talking to parents
Sometimes the best fix is a conversation. Aim for a short, calm chat, face to face or on the phone, rather than a long message sent in the heat of the moment.
- Start with something positive about the child.
- Describe what you saw, in plain facts, without labels.
- Ask what they see at home, and what helps.
- Agree one or two things to try, and a time to check in.
Keep talks in an open space and not behind a closed door. Write down a short note afterwards with the date and what was agreed. Jackie’s post on parental involvement in dance classes has more ideas for working with parents without them taking over the room.
When it’s more than behaviour
Most disruption is ordinary and can be handled with the steps above. But some things shouldn’t be treated as just behaviour.
The same government guidance tells staff that child-on-child abuse is a safeguarding issue, and that it can include bullying. If one child is repeatedly targeting another, or you see a sudden change in a child’s mood or behaviour, make a note and follow your safeguarding policy. Tell your designated safeguarding lead the same day.
If you aren’t sure, ask. Our guide to safeguarding in dance schools explains why a clear policy and a named lead protect children, parents and you.
Quick checklist
- A predictable class shape, with the same start and finish.
- Three to five rules, worded positively.
- Short, clear instructions and quick transitions.
- Specific praise for what you want to see.
- A calm ladder: position, quiet reminder, choice, job, reset, private word.
- No shouting, shaming, whole class punishment or physical punishment.
- A chat with the parent when a pattern appears.
- A note of what was said and agreed.
- A safeguarding lead you can go to when something worries you.
Frequently asked questions
How do I handle a child who won’t listen at all?
Check what’s going on first. Are they tired, anxious or lost? Get close, give a calm, specific instruction and offer a choice. If it continues, have a private word and speak to the parent about what helps.
Can I send a child out of the class?
Avoid sending a child out of the room alone. A short reset in sight of a helper is safer, and it keeps the child in your care. Follow your own policy and make sure the child knows they can come back.
What should I do if parents are part of the problem?
Keep the conversation focused on the child’s experience in class. Set boundaries kindly, such as asking parents to wait outside or watch at set times. Our parental involvement post has ideas for scheduling viewing without disrupting the class.
What if two children keep falling out?
Notice it early, separate them calmly in activities and give each a positive role. If there’s bullying, or one child is being picked on again and again, record what you see and speak to your safeguarding lead.
Is it ever right to touch a child to stop them?
Contact should be rare, necessary and in the child’s interest, for example to prevent an injury. It’s never a punishment. Explain what you’re doing, keep it open to view and tell your safeguarding lead and the parent afterwards.
How do I support a teacher in my school who struggles with behaviour?
Offer calm backup, not blame. Share your routines, let them watch a class that works, and agree a simple ladder of steps. Make sure everyone has the same code of conduct.
Keep children safe and keep your class calm
Good behaviour management and good safeguarding go hand in hand. If you’d like a shared starting point for your whole team, Introduction to Safeguarding in Dance (Level 1) is a BDSA course powered by Teach.Dance, and it’s free.
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