Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.

中文翻译：

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通过教室座位安排提高有外化问题儿童的社会包容性：一项随机对照试验

全纳教育给教师带来了新的挑战，包括为有外化问题的儿童在课堂上寻找合适的地方。在当前的研究中，我们研究了仔细重新布置教室座位是否可以促进社会接受和有外化问题的儿童的更多亲社会行为，并限制坐在他们旁边的同学的潜在负面后果。这项随机对照试验的样本包括 64 间教室，其中 221 名四至六年级儿童由教师选择，因为他们的外化行为水平较高。结果表明，随着时间的推移，有外化行为的孩子更容易受到同桌的喜爱，而且根据老师的说法，外化问题较少。当学生坐在一个受欢迎且亲社会的伙伴旁边时，或者当他们最初不喜欢时，情况尤其如此。随着时间的推移，坐在有外化问题的孩子旁边的同学并没有变得更具攻击性或不那么亲社会。然而，由于重新排列，他们的社会地位确实随着时间的推移而略有下降。我们讨论了课堂座位安排研究的意义和未来方向，以支持有外化问题的儿童。