When one size fits none: adapting classroom management to student diversity in centralized educational contexts

Global educational reforms increasingly promote social-emotional learning and student autonomy, yet many primary teachers work in highly centralized systems with rigid curricula and limited teaching time. This qualitative study examines how Greek primary teachers manage this tension in their everyday classroom practice. Drawing on semi-structured interviews with 20 teachers, we explore their perceptions of classroom management, the challenges they encounter, and the strategies they develop. Thematic analysis reveals a persistent ‘double bind’: teachers must respond to behavioural and learning heterogeneity while complying with demanding curriculum pacing. To cope, they construct a pragmatic hybrid repertoire that combines clear rules and traditional authority with differentiated, relationship-based, and socio-emotional practices, and they treat home – school collaboration as an indispensable resource rather than an optional add-on. The study concludes with implications for teacher education and professional development in centralized systems, highlighting the need to prepare teachers for navigating competing expectations in complex classrooms.