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

Should twins, triplets, or higher order multiples be placed in separate classrooms?

School buses entering the school grounds

Schools, teachers, and administrators have traditionally expressed a preference for, or even have established policies or practices mandating classroom separation of twins. A study in 1966 by Koch seemed to support the idea that separating twins encouraged them to perform better. But since that study, very little was done to challenge that notion. Some surveys were conducted about how teachers and parents felt about classroom separation of twins. But there was a startling lack of scientific study on the issue. How interesting, given that these more recent surveys showed many twin parents are opposed to separation, or at the very least strongly prefer flexibility and input in the decision process.

Recent studies support the notion that twins and multiples should be placed together through the elementary years, unless there is a compelling reason not to do so (please see Part 1: Twins and Multiples in School — Same Classroom or Separate?).

Today, we’ll consider some of these potentially compelling reasons for placement of twins, triplets, or higher order multiples in separate classrooms.

8 Reasons to Place Twins, Triplets, or Higher Order Multiples in Separate Classrooms

  1. Fostering individuality. The most common reason identified by teachers and school administrators for separating twins / multiples is to foster individuality. However, if the multiples are capable of forming lasting friendships — but simply most often prefer each other’s company, separation is not warranted. If your multiples don’t make friends with anyone else, separation of classroom might not be immediately necessary. First try working with the teacher to determine if there are ways to encourage your twins to branch out and make new friendships. Sometimes classroom seating can be adjusted, for example. If these attempts fail, classroom separation might be necessary.
  2. Trouble telling them apart.While separating twins might help educators tell them apart, the decision to separate shouldn’t be made based on this factor alone. If this is the only argument for separating, instead, work with the teacher to identify ways to differentiate between the twins. This shouldn’t be based on wearing different clothes, nametags, or different hairstyles — but on permanent characteristics that parents and close friends already key into (shape of the face, mannerisms, height differences, etc.).  Work with teachers to help them differentiate performance between them. If these efforts fail, work out more superficial methods to tell them apart, such as clothing color and hairstyle.
  3. Overly competitive.All multiples and siblings are going to be somewhat competitive. That is just human nature. If however, the competition is extreme, or where classroom dynamics contribute to the issue through other children’s constant comparisons, then separate classrooms might be helpful.  Be careful, though. Separate classrooms can lead to comparison between the teaching styles and level of homework. Separation might not be the solution you are looking for.
  4. Disparity in abilities.As mentioned previously, all twins, multiples, and siblings in general will be somewhat competitive. When there is a large disparity in abilities between the multiples, the competition can become unhealthy for one or more of the children.  It can, in fact, lead to shutting down and being learning resistive.
  5. Disruptive to the class.Some twins have difficulty leaving family issues at home. There is no evidence that twins are more disruptive than other children. But, if the issues become overly distracting to the twins or to the rest of the kids in the class, separation might be indicated if steps to address the problem are unsuccessful.
  6. One multiple too dominant.  In some multiple sets, one sibling becomes highly dominant of the other(s).  Having one be a little more dominant than the other is quite natural — but extremes should be addressed.  Caution should be taken to ensure that the dominant twin does not lose confidence without her co-twin. Again, classroom seating adjustments are a more gradual first step prior to separation of classrooms.
  7. They want to be separated.  Sometimes twins are quite excited about the opportunity to make their own friendships and perform academically without constant comparison.  The multiples should always be consulted as to their preference, but their reasons need to make sense – and the pros / cons carefully weighed.  Depending on their age, walk through the list of reasons for staying together or separating and ask their opinions on each.
  8. Professional recommendation.  If your multiples are under some kind of professional care (doctor / psychologist / counselor / learning specialist), they should be consulted in this important matter. Review with the professional the lists of reasons for staying together or separating. Follow their recommendation if it makes sense to you — but don’t be afraid to argue your points if you feel differently.

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. Schools, teachers, and parents should remain flexible with regard to placement of multiples, and should adopt a collaborative approach to the decision making process.

Part Four of Twins and Multiples in School — Same Classroom or Separate? will discuss approaches to help parents and educators make a decision about classroom placement.

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