Effects of Flexible Seating on Student Engagement in the Elementary Classroom
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
Flexible seating has become more widely used in the classroom in order to accommodate different learning styles and promote student choice. Although its benefits are still being explored, it has been found to positively impact student attention and persistence in the classroom (Seifert & Metz, 2017). Traditional seating in the classroom can be uncomfortable for students, sometimes even painful, hindering their ability to focus and complete work (Stapp, 2019). Additionally, research studies involving students with Attention Deficit Hyperactivity Disorder (ADHD) have shown decreases on ADHD testing scores after the use of flexible seating (Fedewa & Erwin, 2011). This self-study explores the impact that flexible seating has on student engagement and its three key components of behavioral, cognitive, and emotional engagement (Fredricks, Blumenfeld, & Paris, 2004). Throughout the semester in a fifth grade classroom, research on student engagement during flexible seating use was collected through anecdotal records and student surveys, as well as personal reflections written periodically by the teacher. The data highlights connections between flexible seating and engagement, including attention and focus, as well as the generally positive impact of student seating choice in the classroom. By examining the effectiveness of flexible seating, educators can navigate how to best equip students with the right classroom tools to reach their highest potential.
Effects of Flexible Seating on Student Engagement in the Elementary Classroom
CNS Atrium
Flexible seating has become more widely used in the classroom in order to accommodate different learning styles and promote student choice. Although its benefits are still being explored, it has been found to positively impact student attention and persistence in the classroom (Seifert & Metz, 2017). Traditional seating in the classroom can be uncomfortable for students, sometimes even painful, hindering their ability to focus and complete work (Stapp, 2019). Additionally, research studies involving students with Attention Deficit Hyperactivity Disorder (ADHD) have shown decreases on ADHD testing scores after the use of flexible seating (Fedewa & Erwin, 2011). This self-study explores the impact that flexible seating has on student engagement and its three key components of behavioral, cognitive, and emotional engagement (Fredricks, Blumenfeld, & Paris, 2004). Throughout the semester in a fifth grade classroom, research on student engagement during flexible seating use was collected through anecdotal records and student surveys, as well as personal reflections written periodically by the teacher. The data highlights connections between flexible seating and engagement, including attention and focus, as well as the generally positive impact of student seating choice in the classroom. By examining the effectiveness of flexible seating, educators can navigate how to best equip students with the right classroom tools to reach their highest potential.