Academic and non-cognitive effects of small classes

Research over the past three decades has revealed significant academic benefits of small classes in the early grades. This article provides an overview of that research but goes beyond to assemble more diverse writing about students’ and teachers’ attitudes and behavior. Seven non-cognitive outcomes of small classes are described: students’ improved behaviour, engagement in learning, and sense of belonging, and teachers’ tolerance for ‘normal’ amounts of misbehaviour, improved morale, and closer relationships with students. Finally, the article identifies three principles that explain how these outcomes are realized in small classes: instructional time is increased allowing for more intensive teaching/learning interactions; the personal and academic support available to individual students is increased; and students identify more with the class and school community. These three principles of personalization may also enhance learning in larger classes in the U.S. and elsewhere.