This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the Staff Sharing Scheme as an exemplar of such an approach from the perspective of school based participants. Through a case-study approach, the current findings suggest that group based peer-support programmes help teachers reflect on the causes of disruptive behaviour holistically and subsequently to problem solve in a more coherent manner. This leads to changes in teacher behaviour within the classroom. Issues of time and trust were identified as important obstacles to the potential development of such a scheme within the school.