Reimagining the classroom: Beyond the backbench

A quiet but significant shift is taking place in some Indian classrooms, sparked by the Malayalam film Sthanarthi Sreekuttan. The film challenges the long-standing stigma surrounding “backbenchers” and proposes a more inclusive classroom design—a U-shaped or semi-circular seating layout that ensures every student has equal visibility.

Inspired by this idea, schools in Kerala, Tamil Nadu, and Telangana have begun experimenting with this setup. The goal is simple but powerful: to break down invisible classroom hierarchies and ensure every child feels equally valued. But how much can rearranging desks really transform the way we teach and learn?

The traditional classroom setup, with rows of desks and a teacher at the front, creates a clear and often rigid power structure. The students at the back are often seen as less attentive, engaged, or academically weaker. This stereotype isn’t just a cultural quirk; research has shown that where students sit can influence how much they participate and how well they pay attention. In settings like India, where social and classroom hierarchies often overlap, seating can also reinforce deeper inequalities.

That’s why the U-shaped layout has gained attention. When all students are equally visible to their teacher and peers, it creates a sense of shared responsibility. It encourages more participation and fosters a sense of community among students. This type of physical setup aligns with what many education experts believe: learning occurs most effectively in social, interactive environments. When students engage with each other, rather than passively receiving information from a teacher, they understand concepts more deeply and remember them longer.

Additionally, this approach facilitates collaborative learning. When students sit close to one another and can make eye contact, they’re more likely to work together, exchange ideas, and help each other out. The setup also reduces the physical and psychological distance between the teacher and students, making the classroom feel more democratic and less top-down.

Not an easy shift

However, making this shift isn’t always easy. Many Indian schools, both in the public and private sectors, face overcrowding. Classrooms often have 40, 50, or 60 students squeezed into small spaces. In such cases, rearranging furniture into a semicircle isn’t just challenging. It may be completely unfeasible. While far from ideal, the traditional row system is efficient and allows for easy movement and visibility. Trying to force a U-shape into a crowded classroom could lead to students sitting in awkward positions, unable to see the board properly, or even straining their necks during lessons.

Moreover, changing the seating arrangement alone will not alter the classroom dynamic. The backbencher label is only one part of a bigger puzzle. Social and cultural factors, like caste, language, economic background, and gender, influence how students interact in class and how teachers perceive them.

Without thoughtful teacher training and a shift toward more inclusive teaching practices, simply rearranging the furniture may not have the profound impact we hope for. In fact, some studies have shown that unless such physical changes are paired with active learning strategies and assessments that engage all students, they’re unlikely to result in real change.

Classroom seating practices vary across countries. In many Western settings, students choose seats based on comfort, with no stigma attached to sitting at the back. In contrast, East Asian classrooms often reflect social hierarchies through the use of structured seating arrangements. This underscores the need for context-sensitive reforms: what works in one culture may not be suitable in another.

Most positive results from U-shaped seating come from small group settings, often with 15 to 20 students in a class. These setups work well when discussion, debate, and close interaction are the norm. However, this arrangement may not deliver the same results in large, packed classrooms. Some experts suggest alternative approaches, such as grouping students into clusters or pods, which offer a middle path, allowing for interaction without compromising space or comfort.

Undoubtedly, this change is valuable because it prompts us to think differently about a very familiar space. The way a classroom is arranged isn’t just about furniture: it reflects our values about teaching, learning, and equality. However, if we want this seating reform to make a real difference, it must be part of a broader effort.

This involves training teachers, reevaluating classroom design, and implementing these changes in various schools to determine their effectiveness. Changing how students sit is a good place to start, but it’s just that: a start. To truly move beyond the backbench, we must also change how we teach, include, and believe in the potential of every child in the room.

(The author is a former professor and dean of a Bengaluru-based university)