ABSTRACT
While there has been recent renewed interest in classroom seating arrangements (Kern and Clemens (2008);Wannarka and Ruhl 2008), seating arrangements and their effects on student behaviour have been studied for more than 80 years (see Dawe (1934); Griffith (1921); Schwebel (1969); Shores and Haubrich (1969); Wheldall et al. 1981). More recent studies of classroom seating arrangements completed since the late 1970s have provided important new insights into their effects on classroom behaviour involving a variety of different populations and settings. Populations studied have included regular students, children with mild, moderate and severe disabilities, and children with emotional and behavioural disorders, as well as their teachers. Studies have been conducted in regular and special schools at the primary and secondary level in the United Kingdom, the United States, Australia and Germany.
