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Abstract
A literature review on the effects of multi‐age groupings in the primary grades tends to support the use of multi‐age groupings. Research indicates that in social situations, children tend to participate in multi‐age groups rather than those of a single‐age nature. Research also indicates there is no significant difference in the academic performance of children in multi‐age and single‐age groupings. A significant difference in the self‐concept and school attitude, favors those in a multi‐age grouping. Multi‐age grouping provides the opportunity for success rather than retention, allowing children to proceed through the continuum of the multi‐age group. Concerns are expressed over lack of training and support #optime and resources#cp for the teacher in the multi‐age setting. Multi‐age grouping is a viable alternative to the single‐age classroom, one which is gaining support legislatively and professionally throughout school settings.