Why must I sit here? : How teacher-assigned and free seating in English lessons affects high school teachers and students

Classroom management is a central aspect of teaching in upper secondary school. Through semi-structured interviews with five English teachers, two student-support team members, and four third-year students at three different high schools, this study examines the impact of seating arrangements on student learning, motivation, and comfort, as well as on teacher leadership and instruction. The results indicate that teacher-assigned seating strengthens student learning and feelings of security and enhances teacher leadership and instructional quality. Although the effects on student motivation are more ambiguous, they are generally positive. Participants agreed that teacher-assigned seating is particularly important during students’ initial months at upper secondary school to support social integration and reduce anxiety. The study also identifies variation in how seating policies are implemented across schools, showing that clear, school-wide policies provide essential support for teachers’ classroom management. When presented as a pedagogical tool rather than a form of control, teacher-assigned seating is largely accepted by students. The study concludes that consistent and transparent implementation within school-wide policies makes teacher-assigned seating an effective classroom management strategy and recommends that all Swedish upper secondary schools adopt clear policies supporting its use throughout all three years of education.