Should twins be in separate classes? Many schools say yes, but the answer is not so simple
As a clinical psychologist specializing in twins, I often get asked the question: Should my twins be in the same class at school?
Traditionally, schools have separated twins under the belief that it is better for their development and individual identities. However, both research evidence and clinical experience suggest that it’s not as straightforward as it seems.
Twins are not a niche issue – in Australia, they represent approximately one in every 80 pregnancies. With 4,286 multiple births recorded in 2022 by the Australian Bureau of Statistics, it’s clear that many parents have to navigate the issue of their twins’ placement at school.
In the past, schools rarely consulted parents when it came to placing twins in different classes. This approach was based on limited research, anecdotal experience, and misguided beliefs. Some school principals still insist on separating twins, citing the need for individual identity formation and the practicality of distinguishing between identical twins.
However, the research tells a different story. There is little evidence to suggest that twins perform better academically when they are placed in separate classes. In fact, a Canadian study in 2022 found that teaching primary school-aged twins in the same classroom had a positive impact on their behavior and social interactions. This is understandable, considering that many twins have had limited experience being away from each other before starting school. Placing them together in the early transition years can provide a sense of security.
In 2022, the Australian Multiple Birth Association released a policy statement emphasizing that there is no one-size-fits-all answer when it comes to the placement of twins in classes. The statement also highlighted the importance of involving parents in the decision-making process and recognizing that parents are in the best position to determine what suits their children.
It’s important to note that twins may have their own opinions on the matter, especially as they grow older. Listening to each twin is crucial, although their expressed preferences might not always align with what they truly need. For example, a twin who claims to want to be in a separate class may actually benefit from staying together. The complexity of the twin relationship adds another layer to the decision-making process.
Ultimately, gathering as much informed information as possible is crucial before making a decision. Schools should avoid implementing a fixed policy and instead engage in regular consultations with parents about their twin’s placement. This approach ensures that individual circumstances and dynamics are taken into account.
As the debate surrounding twins in separate classes continues, it’s clear that there is no definitive answer. What works for one set of twins may not work for another. The key lies in involving parents, listening to the twins themselves, and considering the available research. Only then can schools make informed decisions that prioritize the well-being and development of each individual twin.
In conclusion, the belief that twins should be placed in separate classes for their individual development is not supported by robust evidence. Instead, a nuanced approach that takes into account the preferences of parents and twins, alongside informed research, is essential. As schools grapple with this complex issue, it’s important to prioritize the well-being and educational experience of every twin.
