We describe the rise in intergenerational narcissistic behavior amongst college students and educational issues that this trend creates in the classroom, including entitlement and academic dishonesty. As these behaviors impose costs on faculty, other students, and society, we use a game-theoretic approach to exhibit the efficacy of creating and implementing a classroom policy designed to mitigate disruptive behavior in the classroom. Our model examines the strategic problem of a professor developing course policy when facing narcissistic and non-narcissistic types of students in their class. The model shows that if the probability of facing narcissistic students is sufficiently high, it is optimal to create and implement a policy in the course. We then discuss best policies and practices at the institutional and individual levels to mitigate narcissistic behaviors.