Incredible Years Teacher Classroom Management Program

The Incredible Years® early intervention programs for teachers are delivered by group leaders to groups of teachers/childcare providers depending on children’s age range and needs. The programs aim to provide educators with skills to effectively manage classrooms and promote children’s resilience, social and emotional skills, and academic competence.

The programs include: early childhood (1-5 years – Incredible Beginnings Program), school age (4-8 years – Teacher Classroom Management Program), social emotional learning (4-6 years old - Teachers Promoting Social and Emotional Learning Program), and an autism spectrum disorder-focused curriculum (2-5 years – Helping Preschool Children with Autism).

Intended Outcomes:

-Increases in teacher use of praise and encouragement
-Reductions in teacher use of harsh discipline and criticism
-Increases in children's positive interactions and cooperation with teachers
-Reductions in peer aggression and increases in positive peer interactions

Continuum of Care:
Selective Prevention

Topic Areas:
Anxiety, Behavioral Health/Mental Health, Disruptive Behaviors

Childhood (4-12), Early Childhood (0-3)

Geographic Locations:
Rural, Urban

Delivery Settings:

Cultural Considerations:
Limited research found involving diverse populations

Teachers and childcare providers of children aged 1-8.

This program is implemented by teachers and childcare providers.


Is Training Required?
Yes, see developer info

Who can provide the required training?
More information on training can be found here:

Program Costs (materials, training, etc.):
Yes, refer to program website

Program/Practice Website:

Relevant Published, Peer-Reviewed Research:

Baker-Hemmingham, H., Walker, S., Powell, C., & Meeks Gardner, J. (2009). A pilot study of the Incredible Years Teacher Training Programme and a curriculum unit on social and emotional skills in community preschools in Jamaica. Care, Health and Development.
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(5).
Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: who benefits? Journal of Child Psychology and Psychiatry, 42(7).
Webster-Stratton, C. & Reid, M. J. (2018). The Incredible Years parents, teachers, and children training series: a multifaceted treatment approach for young children with conduct problems. Evidence-Based Psychotherapies for Children and Adolescents.
Promising rating

WV Rating:
»WV Ratings Info

Rationale for Rating:

Collected literature combined to suggest that the Incredible Years teacher-focused trainings yielded positive outcomes when measured through randomized-controlled trials (e.g., Baker-Hemmingham et al., 2009; Hutchings et al., 2013; Webster-Stratton et al., 2001) across different countries (e.g., Jamaica, Baker-Hemmingham et al., 2009). Outcome measurement has also been varied with rating scales, satisfaction scales, and independent classroom observations using the Teacher-Pupil Observation Tool (e.g., Hutchings et al., 2013) being utilized. Additionally, one meta-analysis (Webster-Stratton & Reid, 2018) suggested that the Incredible Years parents, teachers, and children training series strengthened teachers’ effective classroom management skills; strengthened teachers’ use of academic, persistence, social, and emotional coaching with students; strengthened positive relationships between students and teachers; increased teachers’ usage of effective discipline strategies; increased teachers’ collaborative efforts with parents; increased teachers’ ability to teach social skills, anger management, and problem-solving skills in the classroom; and decreased levels of classroom aggression.

While research is generally suggestive of positive outcomes, it should be noted that a majority of the available collected literature was published by a smaller subset of authors, including the creator of the program. While some variability was suggested, additional study is likely required to clarify the role of the program among a greater diversity of schools, teachers, and childcare professionals, as well as students. Similarly, additional study is required to clarify the role of different pathology and mental health treatments (e.g., therapy, medications) in the outcomes from the program (e.g., behavior disorders, ADHD, anxiety, etc.). The research was also limited in the discussion of longitudinal analyses to clarify longer-term gains and generalization of techniques across teachers and grades (e.g., specials outside of the primary teacher using the techniques). Collected literature was also limited in the comparison of the Incredible Years curriculums to other similar teacher-focused programs to determine relative effectiveness. Finally, collected literature varied and was not always clear as to whether the studied program was the general curriculum, or a more focused/modified curriculum (e.g., Incredible Years Dinosaur Social Skills and Problem-solving curriculum).

Contraindications or Concerns:
None identified

Other Registries/Ratings

The California Evidence-Based Clearinghouse for Child Welfare:
Promising Research Evidence

Blueprints for Healthy Youth Development:

Clearinghouse for Military Family Readiness:
Not On Registry

Office of Juvenile Justice and Delinquency Prevention Model Programs Guide:
Not On Registry

Washington State Institute for Public Policy:
Not On Registry