Abstract

Multilevel classroom management represents a critical yet complex challenge in India’s diverse educational landscape, where teachers increasingly encounter heterogeneous learning groups within single classrooms. This chapter examines evidence-based strategies for managing mixed-ability classrooms, explores positive behavior support systems as systematic alternatives to reactive discipline, analyzes classroom structures and routines as preventive management tools, investigates peer-mediated learning systems that leverage student interaction for academic and behavioral support, and addresses teacher well-being as essential to sustainable classroom management. Drawing on empirical research from Indian contexts alongside international evidence, the chapter demonstrates that effective multilevel classroom management combines proactive behavioral support systems, clear structures and routines creating predictability, strategic use of peer learning (33.5% national implementation rate in India), and deliberate attention to teacher psychological well-being (addressing 70% prevalence of emotional exhaustion among Indian teachers). The chapter argues that sustainable classroom management requires moving beyond individual teacher adaptation to systemic approaches embedding multilevel strategies, professional development, institutional support, and recognition that teacher well-being is prerequisite to equitable learning environments for all students.