Peer learning has been suggested as one of the most significant benefits of multi-grade classes (Laging, 2010). One may expect that multi-grade classes with children of different ages engaging with each other in the same classroom would be ideal surroundings of peer activities. However, the potential of academic and social learning in these peer activities has been largely ignored (Quail & Smyth, 2014). Our research question is, which advantages and challenges does pedagogy in multi-grade classes have for education from the point of peer learning. As empirical data we use narrative teacher interviews (n=18), pupils’ writings (n=66), and group interviews of pupils (n=10), that have been collected in two small Finnish primary schools during 2010–2012, in three small Austrian primary schools and in two Montessori-classes of one Austrian primary school during 2013–2014. The data has been analysed by using content analysis (Neuendorf, 2002) and narrative analysis (Riessman 2008). The research findings indicate that a multi-grade classroom provides a hospitable environment for various peer activities ranging from peer helping to co-operative learning. However, it could be more effectively exploited in teaching practices. In multi-grade classes, peer learning can also be seen as a “teaching resource”: children utilize their free time to help their peers. Although the advantages of multi-grade classes with regard to social learning, seems evident, more information is needed on preconditions of supportive peer interaction. Moreover, the cognitive processes of peer learning in multi-grade classes, especially with regard to how students co-construct knowledge together with their peers, thus working collaboratively (Parr & Townsend, 2002), need to be investigated. We also suggest that teachers require more knowledge on how they should guide peer-learning processes and organize peer groups in order to optimize their “social pedagogic” potential (Blatchford et al., 2003).

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