Advantages of multi-grade teaching in primary schools are primarily seen as twofold: (1) Multi-grade teaching explicitly caters to and capitalizes on the heterogeneity of the learning group. Learners of different ages and with various learning experiences are equal parts of a learning community. Like in natural learning settings, children are expected to learn together as well as from each other. (2) The strengths of multi-grade teaching are also attributed to the offer and use of peer support. With regard to the comparable academic tasks, students are expected to work together and to cooperate towards similar goals.

In terms of cognitive and non-cognitive learning-prerequisites, first graders are characterized by huge heterogeneity (e.g. Martschinke & Kammermeyer, 2003). Accordingly, especially high expectations in multi-grade teaching exist (Beutel & Hinz, 2008; Kucharz & Wagener, 2009). Both cognitive and social support, as realized in multi-grade classrooms, are predicted to foster the child’s development and successful entry into their school career because student-student-interaction is seen as a core element of a powerful learning environment (Gölitz, 2008; Kucharz & Wagener, 2009; Lassek & Struckmeyer, 2007). From a didactical point of view, teachers can encourage elder students to help the newcomers during the first year of schooling and beyond. Seelmann-Kriegl (2005, p. 13) stresses the following advantages for school beginners:

•  Multi-grade classrooms foster students social competencies. Competitiveness and rivalry among children are reduced and mutual support increases.

•  School entry requirements are eased for students and teachers, given the fact that only few new children have to be integrated into the classroom. Thus, elder students can take care of the younger students.

•  Children starting school learn rituals, learning cultures, and classroom activities more easily because elder students serve as role models.

•  Student-based instruction as a core element of multi-grade teaching is adaptive for students with learning problems as well as for gifted students as the learning time is highly flexible.

•  From the first day of schooling, first graders are a part of a living classroom culture and can turn for guidance towards the more experienced students.

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