We have come a long way in knowing how to create accessible and inclusive classrooms. I remember almost 40 years ago setting up my classroom and thinking that it was going to meet the needs of all my students. I was teaching high school Latin at the time, so I decorated my walls with posters of famous Roman architecture like the Colosseum and Circus Maximus. I also had pennants from the high school and my undergraduate alma mater, the University of Dallas along with a shirt commemorating UDs initial claim to fame – an 87-game losing streak in men’s basketball. Other than that, the room had its desks all in rows and a cabinet in the front by my teacher’s desk. It was quite Spartan (I know that is Greek and not Roman), but that was how high school classrooms were supposed to be, functional with the focus on what was written on the chalkboard.
Please do not use my thoughts from 40 years ago when you prepare your classrooms here in 2024! The first thing you may wish to consider is the “flow” of the room. Are you going to be using tables rather than desks? If you are using desks, how are they going to be arranged? Research suggests that by putting student desks in a pod, it allows you to shift the arrangement of the desks based on the activity and the needs of all the students (Ibiloye, 2021). Understanding students’ individual needs as well as the tasks being asked of them helps to decide daily which arrangement may be best (Tobia, et al, 2020). Tables are good for creative activities or group work as well as fitting perfectly into the way we present information to our individuals. Don’t forget to have some alternative forms of seating that the students can select for activities as well! Having an exercise ball chair, a wobble chair, cushions, pillows, bean bag chairs, and even lawn chairs, can give students a break from the sensation of a standard plastic or wooden chair, allowing them to focus on their work rather than how uncomfortable they are.
Flow also refers to the ability to allow movement in the room. Is there enough space in your room to have the students move around and easily get to various stations you set up? Do you have room for any wheelchair users or students who may be using walkers to get around? Studies on the influence of movement on learning also suggest that having enough space where students can take movement breaks. Moderate movement, even something as simple as standing during a lesson, can increase focus and cognitive ability (Mehta, et al, 2016). This does not mean that every child needs a standing desk though. Remember that the critical piece of learning is putting each individual in a position where their abilities can function at a high level. So, do we need to invest in standing desks? One of our colleagues from CAST, Michelle Soriano, recently put forth a brilliant suggestion where she went down to the local thrift shop and bought an ironing board. She brought it to a classroom and put a thick piece of poster board on top of it. She then could let students use it when they wanted a “standing desk” as well as when they wanted a “floor desk” as the ironing board could easily shift its height. It could then be folded up and stored when not in use.
What about the walls? Remember that some of our individuals may have attention issues. Don’t create something overwhelming by having the room covered. Be purposeful in both areas for things like homework, calendars, reminder/learning charts (like letters and numbers), and celebration of their work. Reminder posters for things like washing hands, putting away materials, and positive classroom interactions are great as long as their placement makes sense. Putting a poster reminding them to wash their hands by the windows doesn’t make sense and can actually encourage them to look outside and lose attention. Be careful not to have too many colors and pictures as that can become overwhelming and create unwanted stimulation. Have fun with your room and decorate it to make it an inviting and positive learning environment. Just be careful not to overdo it and make it look like a party room.
Find a space in your room where you can have a “decompression area.” Put down some carpeting, bring in a Sensory Blackout Tent, or have some pillows and a beanbag chair separated from the rest of the room by a cabinet or even a shower curtain where students can go to calm themselves or take a brain break. Establish rules around how that can be used, when it can be used, and how to take turns in order to have it function most effectively. Don’t be afraid to use it yourself during lunch or right before the students arrive so you have your stress breaks as well!
If you can use modular seating or desk pods, consider how you might set those up into stations for different activities as well. I have had some teachers and administrators concerned that the students might have to move those desks or seats and I understand. Know though; by moving their own desks in a supervised format, they are actually getting some heavy work which can then add to their focus and attention as the next activity begins. Don’t make it too complicated and turn it into a game where everyone wins. Moving desks or chairs into new arrangements is another way of putting items where they belong based on the needs. This translates into daily activities like pushing their chairs in, separating clean and dirty clothes, putting food and milk away, and cleaning up after using the bathroom.
By thinking through how your classroom will flow into your lessons, you are setting yourself and your students up for a successful year. You are adding a level or organization and purpose into any changes you make during the day, increasing their tolerance to change. You are also creating shifts in the environment while making this part of their routine (e.g. my desk belongs over against that wall for writing time and over in the middle for math). Although you may make those shifts the daily routine, these are still environmental changes. They are also adding in movement to these shifts and the view of different areas of your room. The subtlety of change may have long-lasting positive effects beyond your classroom as they have to learn to navigate the world beyond the classroom walls.
Over the next few blogs, I am going to be building upon ideas around movement, accessibility, and engagement so that we can continue to help our students adjust to the world they encounter outside of your classroom and positive guidance. As always, if you have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.
May the 2024-25 School Year be your best one ever!