General Classroom Arrangement

A study from Blume et al. (2019) investigated whether student seating proximity to the teacher had a positive effect on learning. The study also aimed to take individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account. The 81 participants involved were grade 5-6 students (average age of 11.27 years) who all experience ADHD symptoms to varying extents, though only two of the students had actually been diagnosed with ADHD (Blume et al., 2019). The learning for the study took place during a virtual reality math lesson where participants had to learn a new concept that wasn’t part of their regular curriculum. The virtual reality classroom adapted the volume of the teacher depending on how far away the students were sitting. Distracting events like doors opening, paper airplanes flying by, and peers talking took place at random. After the lesson, students left the virtual classroom to complete a task with what they had learned, and their work was assessed to see how well they understood the concept (the taught solution strategy). The results of the study demonstrated that seat location significantly affected the learning of the taught solution strategy. Students sitting closer to the teacher learned notably better than those sitting further away. As predicted, students with more significant symptoms of ADHD showed less of an understanding of the taught solution strategy. However, the findings of the study showed that sitting closer to the teacher did not differentially promote learning as a function of individual ADHD symptoms. The results suggested that children with more significant ADHD symptoms experienced a larger decrease in learning in the distant seat locations than the students with less severe ADHD symptoms.

A study from van den Berg and Stoltz (2018) aimed to determine if the seating arrangement of a classroom can promote social acceptance and prosocial behavior in students with externalizing problems. Students with externalizing problems are at higher risk of being excluded by classmates, which can potentially lead to more serious and chronic externalizing problems. A total of 1,569 students in 28 schools across the Netherlands participated in the study (van den Berg & Stoltz, 2018). “Buddies” were identified by peers as well-liked students at the top of their classes or who demonstrated prosocial behavior. The measures of the study were likeability (peer report), externalizing behavior (teacher report), and aggressive and prosocial behavior (peer report). In the control condition, target students were seated at random, while in the experimental condition, target students were placed next to “buddies”. This new seating arrangement was kept in place for an average of 10 weeks, at which point the post-test took place. The post-test consisted of teacher and student questionnaires. The results of this study demonstrated that after the new seating arrangement, the target students were more liked by their peers and showed fewer externalizing problems (van den Berg & Stoltz, 2018). Classmates who sat next to students from the target group did not become more aggressive or less prosocial during the 10-week implementation period. The only negative impact they experienced was a slight decrease in social status. Seating students with externalizing problems is not an easy task for classroom teachers. This study has shown, however, that taking time to carefully arrange a seating plan that seats students with externalizing problems next to prosocial and well-liked peers can promote peer acceptance and decrease externalizing problems.

Simmons et al. (2015) conducted a study to compare the impact that different types of seating arrangements had on second graders while working in a classroom. The three types of seating arrangements compared included cluster seating, horseshoe seating, and traditional row seating. Off-task behaviors such as inappropriate talking, students out of their seats without permission, students not following directions, and students not starting independent work promptly were observed. Cluster seating, which is comparable to table seating, was shown to be effective for collaborative learning and for increasing social interaction and participation in class discussions. It also helps to foster more peer assistance. Despite these benefits, it was shown to increase off-task behaviors.

The previously mentioned study from Simmons et al. (2015) found that horseshoe seating, in which desks are arranged more closely to the perimeter of the classroom in a horseshoe shape, leads to more off-task discussion between students, but also allows lessons to be more engaging. This arrangement can also encourage student participation in class activities and discussions. This is consistent with the findings from a study by Yang et al. (2021), who used a questionnaire to survey 94 first-year college students on their preference for seating arrangement with respect to cooperative learning within the classroom. A semicircular seating arrangement (similar to horseshoe arrangement) was found to be more effective at integrating students into cooperative learning activities than the more traditional row seating. Students, after having experienced both semicircular and row seating, showed a preference for semicircular seating, as they perceived it to be “more humane, active, convenient and inclusive” (Yang et al., 2021, p. 1369).

The aforementioned study from Simmons et al. (2015) found that the row seating arrangement had the fewest off-task behaviors and was determined to be the preferred arrangement in this classroom setting.

As is evident from the study by Simmons et al. (2015), there are benefits and drawbacks to all types of seating arrangements. Because of this, it is logical to make use of different classroom arrangements at different times. Types of lessons, the makeup of the class, and learning outcomes are all factors that could help you to determine what classroom arrangement is going to work best. Salend (2015) also recommended using different types of seating based on the classroom activity. Traditional, teacher-led instruction could be best suited to desks in rows. A horseshoe arrangement can also be used in this situation, especially if the teacher wants to incorporate class discussion into the instruction. If students are doing group work, desks can be put together into clusters so that they can directly share information.

Both Simmons et al. (2015) and Salend (2015) discuss the benefit of giving students a voice in the decision-making process, and this includes seating arrangements. Students who are given a chance to be involved in decisions feel like they have a voice and are more engaged in the classroom environment. This can lead to a more positive classroom environment and a better relationship between a teacher and their students.

According to Salend (2015), if a class includes students with hearing impairments, they should be placed in a central location about two rows from the front where they can see the teacher’s and other students’ lips. If possible, it also beneficial to have students with hearing impairments in swivel chairs. This allows them to easily move and follow along with conversations as they orient themselves to the speaker. Using a staggered seating arrangement can also ensure that these students can have a direct view of whoever is speaking. Teachers should also be mindful to seat hearing impaired students away from structural noises such as those of heating and cooling units.