The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school-based support. Concern about misbehavior was positively associated with the use of non-physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively-focused and teacher-focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel.

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