Timetable conflicts caught before they hit pupils
Every double-booking of teachers, rooms and classes is detected automatically. Get a single list of what needs fixing — sorted by severity. Rivkin, Hanushek & Kain (2005) and Carrell & West (2010) show that small instabilities in instruction have measurable effects on attainment — proactive conflict detection isn't cosmetic, it's quality.
Teacher conflicts
When a teacher is booked in two places at once — both lessons are shown with suggested fixes.
Room conflicts
Double-booked classrooms, specialist rooms and labs are detected automatically.
Class overlaps
A class can't be in two places — overlaps are flagged clearly before pupils get confused.
Filter by severity
Conflicts hitting this week appear first — future ones further down the list.
One-click resolution
Suggested fixes can be accepted directly from the conflict list — without opening the timetable.
Live as you edit
The list updates the moment the timetable changes — so mistakes are spotted instantly.
Hard vs soft
Double-booking is hard and blocks publish; long days and sub-optimal placement are soft and require ack.
In the classroom
Timetable manager
No more discovering conflicts through a confused pupil — they're spotted at publishing time.
Cover coordinator
When cover is assigned, it's automatically detected if the cover teacher is already booked elsewhere.
Pastoral lead
Vulnerable pupils shouldn't be moved into a room that's already full.
For the timetabler and for school leadership
The conflict list is the pulse of schedule quality. A school with constant red on teachers has a subject-allocation problem; a school with constant red on rooms has a physical planning problem. Leadership uses the list's trends to decide where to focus.
- Trends per week — is the problem growing?
- Sort by class to reveal which year groups suffer most
- Audit report per publish keeps a conflict history
Instead of scanning 30 timetables visually, you get one sorted list with inline actions. 'Fix now', 'suggest alternative' or 'accept as soft' — without opening each schedule separately.
- Inline actions — fix without changing page
- Auto-suggestions based on teacher availability
- Live update as you edit
Research base
The conflict module is grounded in research on teacher stability, classroom management and the importance of predictable structures for pupil learning.
- Rivkin, S. G., Hanushek, E. A. & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458 source
- Carrell, S. E. & West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118(3), 409–432 source
- Hattie, J. (2009/2023). Time on task and instructional time (d ≈ 0.39). Visible Learning MetaX source
- Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts (4. Aufl.). Klett-Kallmeyer
- Børne- og Undervisningsministeriet (2024). Folkeskoleloven §16 — Undervisningstidens tilrettelæggelse og minimumstimetal. Retsinformation source
- Bryk, A. S. & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation
Frequently asked questions
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