Pluriclasse: scelta di ripiego o laboratorio di inclusione? Una rassegna narrativa della letteratura

Multi-grade classes: a fallback option or a laboratory for inclusion? A narrative literature review

Abstract

This contribution presents a review on multigrade teaching as a “promising pedagogy” for educational inclusion, analyzing both theoretical assumptions and empirical evidence on the capacity of multigrade classrooms to promote equity and participation. From a theoretical perspective, four main assumptions emerge: the multigrade classroom as a means of access to education in marginalized contexts; as an “extreme case” of heterogeneity; as a catalyst for pedagogical innovation; and as a space for peer learning among students of different ages. The review highlights two key dimensions: differentiated instruction, which adapts content, activities, and resources to individual needs, and educational cooperation, based on collaborative learning and peer tutoring. Empirical studies show that teachers implement differentiation and mixed-age teaching strategies, while facing organizational and curricular constraints. Although evidence on direct student outcomes is limited, benefits emerge in terms of autonomy, motivation, and socio-emotional skills. The review provides a foundation for future research and for developing professional development frameworks for inclusive multigrade teaching.