Classroom Management Practices and Student Engagement in Multicultural Primary Schools in Toronto

Abstract

This qualitative study explores the relationship between classroom management practices and student engagement in multicultural primary schools across Toronto, Canada. Using a multiple case study design, the research examined classroom management approaches and their effectiveness in promoting engagement among diverse student populations in six primary schools with student bodies representing over 40 different cultural and linguistic backgrounds. Data were collected through 120 hours of classroom observations, semi-structured interviews with 18 teachers and 12 administrators, focus groups with 72 students from grades 3-6, and analysis of school policies and classroom artifacts over one academic semester. Findings revealed three central themes: culturally responsive classroom management as a foundation for inclusive engagement, the critical role of relationship-building in bridging cultural differences and fostering belonging, and the necessity of flexible, adaptive management strategies that respond to diverse cultural communication styles and behavioral norms. Teachers who successfully engaged multicultural students demonstrated several key practices including establishing collaborative classroom norms through student input, incorporating students' cultural backgrounds into behavioral expectations and conflict resolution processes, utilizing multilingual resources and culturally relevant examples, and differentiating management approaches based on individual cultural contexts rather than applying universal rules. However, teachers also faced significant challenges including navigating conflicting cultural values regarding authority and discipline, addressing language barriers in behavior communication, managing implicit biases, and balancing individual cultural responsiveness with cohesive classroom community building. The study highlights that effective classroom management in multicultural contexts requires moving beyond traditional control-oriented approaches toward culturally sustaining practices that honor diversity while fostering collective engagement and learning.