More common in Europe than in the United States, looping was advocated by early twentieth century Austrian educator Rudolf Steiner and has been used successfully for years in Germany, where in some schools, teacher teams and their students stay together for six years. More commonly in the United States, students and teachers stay together two or three years. Grouping may be in single or mixed ages. Since the 1970s, looping has been used with success in the United States as well. Teachers with multi-year assignments with the same group of students have identified several social and academic advantages to looping.
Academic benefits are also numerous.
Experts suggest that it is a good idea for schools to anticipate and plan for social interventions that might be needed ahead of time, and to make a commitment to being supportive of individual children and teachers as they adapt to the social environment. A balance between the potential advantages of looping and the needs of an individual student in unusual circumstances for a new start, for example, should be achieved. While moving an unhappy student to another class is likely to be rare and a last resort, it should not be ruled out. How Worksite Schools and Other School Reforms Can Generate Social Capital. Implementing the Multiage Classroom.