How Multi-age Classrooms Affect Academic Achievement
Although there is not a lot available, the research on the effects of multi-age classrooms and academic achievement is positive. In fact, Lloyd (1990) argues “[t]here is no evidence of any disadvantage to a child who is a member of a multi-age class” (p. 190). He continues to say that students in multi-age classrooms show the similar, or even slightly higher score that students in a single grade classroom (p. 190). Lloyd’s (1990) research also demonstrated that creating “multi-age, cross grade groups for one subject was particularly supported in terms of achievement” (p. 192).
Teaching a multi-grade class allows one teacher to create in depth relationships with students. They have the opportunity to gain an understanding of each student’s unique needs that can only come from teaching the same students for multiple years. When the same teacher is monitoring student growth over such an extended period of time they are better equipped to support their needs. One teacher commented “[a] multi-age structure made a great deal of sense to me," she says. "It would allow teachers to get to know students and watch their growth over time. It also recognized that students can learn well by associating with others of varying ages and abilities” (Elliot, I., 1997, p. 45).
Multi-age classrooms require a certain amount of flexibility. Teachers are constantly adapting their teaching to meet the needs of students while, often, needing to address multiple curricula in a single lesson. Teachers integrate these curricula to address outcomes for each of the levels present in the classroom. Cohen (1990) addresses a concern raised by educators and child psychologists regarding the effects of rigid academic programs in single grade classrooms (p. 21). The fear is that these rigid programs will affect early grade retention, particularly in those students with varying developmental patterns and those who may be stigmatized as slow learners (p. 21). Moving these vulnerable students into a multi-age classroom may provide an environment that allows them to be grouped with other students of similar ability rather than simply grouping by age. When grouped by ability, student needs are more easily met, and success is more likely.
How Multi-age Classrooms Affect Relationships
Multi-graded classrooms have the potential to influence the relationships that develop. Capone et al. (2018) assert that schools and classrooms are fundamental for adolescents. They need to feel like they belong, are important, feel accepted and develop secure relationships with their peers. This is especially important during adolescence when students are in the process of figuring out who they want to be (p. 374). Having multiple grades and ages in the classroom affects the way that students will approach how they choose relationships and changes classroom dynamic. This changed dynamic in a multi-age classroom also has an effect on the incidence of bullying in the classroom, according to research done by Rambaran et al. (2011). Their research indicates that “schools that encourage prosocial relationships among children by encouraging the provision of help across grades within the same classroom, may have less bullying between classmates” (Rambaran, J., A., et al., 2019, p. 568). The reasons behind forming multi-age classrooms may have something to do with the occurrence of peer-victimization as well. Rambaran et al. (2019) identify that peer victimization occurs at similar levels in single grade classrooms and multiage classrooms that were formed for administrative reasons, such as low levels of enrollment. However, lower levels of peer-victimization were seen in multi-age classes that were formed for pedagogical reasons (abstract). The effect on other aspects of multi-age classes based on the reason for forming the multi-age classroom should be explored.
Research on multi-age classrooms done by Lloyd (1990) demonstrated a small positive effect on students’ social/emotional development. Students appeared to like school more and were more advanced in ‘interpersonal intelligence’ than peers in age-segregated classes (p.190). Cornish (2015) argues that “When “social-emotional” factors are considered, the evidence for mixed-grade classes is positive” (Schooling isn’t just about test scores section para 1). He also attests that caution must be used in these situations where the multi-age environment limits a student’s choice for same-age relationships as this can lead to social insecurity (Schooling isn’t just about test scores section para 2).
Relationships between teachers and students play an important role in whether a student feels important, accepted, and secure in their classroom. Having a positive student teacher relationship “may play an important role in student’s adaptation to the school environment, favoring both academic achievement and adaptive behaviors” (Longobardi, C., et al., 2016, p. 1). Lloyd (1990) suggests that teachers in a multi-age classroom, more often, see their students as individuals and recognize each one’s different developmental needs and are less likely to look at their similarities based on age (p. 195). The teacher’s heightened awareness of the needs of his/her students increases the opportunity for each student to succeed. “Research on student–teacher relationship has shown that when students have positive interactions with their teachers, there is a greater likelihood that they will relate to others within the classroom and continue to engage in the learning process” (Capone, V., et al, 2018, p. 375). Cornish’s (2015) research extends this idea and states that “[e]ngaged students will learn whether the class is structured by age, grade, ability, or as some form of mixed-grade class” (Schooling isn’t just about test scores section para 8). This research suggests that a multi-age classroom is an environment that can encourage academic success as well as foster a strong, positive sense of belonging for students in the class.
A multi-age classroom provides students with more leadership opportunities, not just for those gifted in leadership, but also in those that are not as skilled in it (Adams et al, 1997, p. 217). The sources for learning are significantly increased in a classroom that spans two or three years than one that is only a single grade. In these larger span classes, students have the opportunity to learn from their peers “within a real community of learners with diverse abilities, interests, life experiences, needs, roles, learning styles, and academic as well as social strengths” (Adams, d., et al, 1997, p. 217). The span in ages can create a situation in which younger children have access to peers with more experience and knowledge. These students can benefit from their peers in their social and cognitive learning (Adams, d., et al, 1997, p. 217).
How Multi-age Classrooms are Affected by the Presence of Siblings
In my research for this topic, I did not find any academic research that discussed the presence of multi-age siblings in the same classroom; what little I did find focused on whether or not twins should be placed in the same classroom (without discussion of multi-age classrooms). Because of this, I needed to turn to experiential articles and anecdotal information. Even still, there is very little outside the discussion of twins. I will address this simply from the identified pros and cons that parents and teachers identified for their students.
Pros: Students are provided with a new perspective of their sibling. They learn to accept each other’s uniqueness in a new environment and outside of the usual family dynamic (Byam, B., 2018, para 1). Students are given the opportunity to “learn to be self-sufficient while still having the confidence inspired by a brother or sister in close proximity” (Byam, B., 2018, learning to respect each other section, para 1). “Being in the classroom together helps siblings learn how to respect the accomplishments of each other” (Byam, B., 2018, learning to respect each other section para 2).
Cons: Siblings in a classroom increases the likelihood of sibling comparison by both teachers and other students. While occasional comparison can be reasonable, when there are constant comparisons between siblings in can affect a student’s experiences at school (Rimm, S., N.D., question 1 answer para 1-2). Similarly, if one sibling has accomplished quite a lot, it can be difficult for the other sibling not to compare themselves to them and feel inadequate. This feeling can be compounded if the more accomplished sibling is the younger one (Rimm, S., N.D., question 1 answer para 3).
Conclusion
This has been an exciting topic for me to research, especially given the unique composition of my own classroom. “Results clearly show an academic advantage of a nongraded classroom and no negative social and emotional effects” (Lloyd, L., 1990, p. 197). This suggests that there is not enough research to determine if multi-age classrooms are truly advantageous. The research suggests that multi-age classrooms at the very least, do not seem to be causing any detrimental effects to students. The complete lack of information on the presence of siblings was surprising to me. These are definitely area in which more research needs to be done.