Copyright 2009 Kathryn Whiteley – http://twinParenthood.com

Twins first day of schoolIn part one of this series, I wrote last week about our close call with regard to the placement of our twin girls in school. They are moving to a new school, and the school’s practice is to separate twins into different classrooms. After extensive research, I was able to write a compelling email to the new school’s principal explaining why it is important for our girls to be placed together.  Thankfully, he agreed to place my girls in the same classroom next year.

My research indicates that most educators prefer to separate twins and higher multiples as a matter of policy or practice. However, the overwhelming majority of parents and twin experts support a flexible policy that allows a unique decision to be made for each set of twins or multiples. Fortunately, the tide is starting to turn. More and more educators are, in fact, educating themselves — or are finding themselves face to face with parents armed with the latest findings and position statements of the experts. In addition, some states have passed laws mandating parental involvement in the placement decision.

Today, I’d like to focus on reasons to keep twins, triplets or higher multiples together in the classroom.  It is important to reiterate that each set of multiples, family circumstances, and school situation should be  considered as unique.  And, the dynamics change over time.  As a result, careful consideration should be made to determine the best placement for the multiples each and every year.

10 Reasons to Keep Twins, Triplets, or Higher Order Multiples Together in the Classroom

  1. Only one class available. This is a very common reason that twins are kept together — even when the school has a policy to separate twins. There simply are not enough classes available to allow for separation.
  2. Life circumstances would make separation especially stressful. What is happening in your twins lives outside of school, that would make their being apart especially stressful or worrisome? Some examples of these factors include: divorce, moving, or a death in the family. Having the comfort of their twin nearby can help ease these stresses. Whereas separation can add to the distress experienced during this time.
  3. Their twin bond gives them comfort and ease to enhance learning. For most twins, they have not ever been separated from each other previously. Having their twin close allows them to focus on being open to learning new things and having new experiences. When separated, their feeling of unease and distress is overwhelming and they cannot focus on learning. Many will argue that “they get used to it”. While it is true that they will get more used to it, for some, the worry and wonder about their twin is always popping into their mind. This distraction is not necessary and can be a hindrance to learning.
  4. Family Convenience. Having the twins, triplets, or higher order multiples together in one classroom eases parent interaction with the school, the teacher, and for volunteering. Often times, school scheduling for special events is based on grade level. How is the parent to decide which class to attend for the Halloween or valentines’ party? curriculum night? which field trip to chaperone, which class to volunteer in this week? which class to bring cupcakes for their birthday? Also, homework coordination is easier for the parent if the twins are together in class. Providing a little bit of relief in the form of convenience for the parents is a drop in the bucket compared to the difficulties multiples families have faced up to this point. This is not a trivial point and should not be minimized or chalked up to a selfish desire on the part of the parents.
  5. Learning Style matched to teacher. As students advance from one grade to another, teachers and administrators work hard to ensure that students are placed in classrooms and with teachers that best match the student’s particular learning style. Often times, twins have a similar learning style and both should benefit from being placed with the teacher that can maximize their learning efforts.
  6. They are supportive of each other, not overly competitive, and do not distract each other. Often times, multiples are separated as a precaution to avoid possible problems that might occur. They are separated just to avoid a possible situation that might never materialize, or which might be a very minor aspect of the classroom environment that can be easily addressed. Although some of these issues might exist at home, it is important to keep in mind that school is not home. A behavior seen at home will not necessarily exist at school. Parents can help reassure educators that they are willing to partner with educators to quickly identify solutions to address any concerns that might arise as a result of the twin relationship.
  7. Prevents comparison of differing learning experiences. Twins are used to sharing everything in life and experiencing everything together. When separated, it is natural for them to talk about and compare their experiences. In the case of different classrooms and teachers, this can lead to questions about teaching styles, amount of homework, and level of difficulty of curriculum. These comparisons can be counterproductive to an effective learning environment.
  8. The parents or the multiples themselves want to be together. Schools and parents need to be partners in education. Many studies have shown that parent involvement and cooperation between parents and schools lead to better outcomes. Placing multiples together simply because it is the desire of the family makes for a better relationship with that family.
  9. The teacher is better equipped to understand each individual child when they are placed together. The twin / multiple relationship is a significant part of their lives and a significant influence on their ability to learn. By having the children together, the teacher can better understand the relationship and its impacts on each child. If one child becomes ill, the teacher can better understand his twin’s behavior and ability to concentrate. 
  10. Separation has an impact on behavior, progress, and reading abilities.  A recent study (2003, Tully/Moffitt/Caspi/Taylor/Kiernan/Andreou) shows that separating twins in the early elementary years results in significantly more teacher-rated internalizing problems and lower reading scores. (Read the Study: What Effect Does Classroom Separation Have on Twins’ Behavior, Progress at School, and Reading Abilities? )

Copyright 2009 Kathryn Whiteley – http://twinParenthood.com