Classroom placement of twins is an ongoing issue for educational policy. Many educational jurisdictions have standard policy most commonly founded in the belief that separation supports individual identity, personal development and academic opportunity. This study examined the effects of classroom placement in a sample of 560 twin pairs whose behaviors were assessed from ages 5 to 12 years. We found no detrimental effect of classroom sharing on twins’ social development. In contrast, this study provides evidence that educating twins together is associated with modest positive twins’ behaviors and social functioning at school. Implications for educational policies are further discussed.

双胞胎的课堂安置是教育政策的一个持续问题。许多教育管辖区都有标准政策，最普遍的信念是，分离支持个人身份、个人发展和学术机会。本研究调查了 560 对双胞胎样本中课堂布置的影响，这些双胞胎的行为被评估为 5 至 12 岁。我们发现课堂共享对双胞胎的社会发展没有不利影响。相比之下，这项研究提供的证据表明，一起教育双胞胎与适度积极的双胞胎在学校的行为和社会功能有关。进一步讨论了对教育政策的影响。