This article studies classroom management and disciplinary climate drawing on the Trends in International Mathematics and Science Study (TIMSS) 2011. Relations between classroom management, disciplinary climate and academic achievement are analysed based on 2,800 Danish fourth grade students using questionnaire data for students, teachers and principals. Applying multilevel analysis, we can show a positive correlation between classroom management and academic achievement as reported by individual students, while classroom management as reported by teachers or principals shows no significant association with students’ measured test scores. Furthermore, disciplinary climate, particularly measured as student experiences of victimization, have a sizable relationship with academic achievement.

Keywords: Classroom management, disciplinary climate, student victimization, TIMSS, multilevel analysis, mobbing, classroom management, disciplinary climate