Simel suggests providing looping teachers with extra materials and planning time. Special care should be taken with class composition. Grant and others warn against the temptation to overload looping classes with special-needs students who might benefit from the supportive atmosphere. Looping classes should have no more than their fair share of such students. Parents should be informed in advance and ideally offered a choice among looping, standard, and perhaps multiage configurations.
Teachers also deserve choice.
While acknowledging Attleboro's success, Forsten and others advise against mandating looping. Successful pilot programs begun by enthusiastic volunteers typically stimulate interest among other teachers and parents in subsequent years, but some teachers may still prefer not to loop. However, if it results in improved learning and happier students, parents, and teachers, it is worth the effort. Adding Time, Strengthening Relationships. Forsten, Char, and others.