Work

Classroom Seating Placements of Students With or at Risk for Emotional and Behavioral Disorders

Year: 2025

Type: article

Abstract: The purpose of this study was to examine where students with or at risk for emotional and behavioral disorders (EBDs) were placed in K–3 grade classroom seating assignments over time and the relation between classroom seating placement and peer-reported reputations of these students. Specifically, we investigated how proximity to the classroom teacher’s desk and isolation from peers influenced peer perceptions. Results revealed variability in seat distance from the teacher’s desk and that approximately half of the students were assigned a seat in isolation from their peers. Seat isolation was significantly associated with more negative peer-reported reputations, including increased nominations for fighting and giving the teacher a hard time, while reducing nominations for being nice and cooperative. Conversely, distance from the teacher’s desk showed no statistically significant associations with peer reputation. These preliminary findings highlight the potential importance of classroom seating placement in shaping the social experiences of students with or at risk for EBD. Implications for classroom management practices and future research are discussed.

Source: Journal of Emotional and Behavioral Disorders

DOI: 10.1177/10634266251365180

Authors: Kristen L. Granger, Katrina Vogel, Emma Vieten, Jason C. Chow, Michael D. Broda

Institutions: Vanderbilt University, Virginia Commonwealth University

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,650