It is commonly believed that twins should be separated in school in order to promote their individuality, decrease dependence on the co-twin, and improve their capacity for higher achievement in school. However, within the past 30 years, researchers have begun to question the utility of these beliefs and the commonplace practice of separating twins in school. Recent findings have revealed that, although many parents and teachers still believe that it is beneficial to separate twins, in fact, separating twins leads to no clear benefits and may, on the contrary, contribute to unnecessary emotional distress. This study explores the resilience of these beliefs and attitudes about twins and the effects of classroom placement. Through collecting and analyzing descriptive accounts of the decision- making process among parents deciding whether or not separate their twin children in school, new information will be discovered to illuminate the nature of these beliefs. A better understanding of the complex factors involved for parents in making this decision will help school officials, teachers, psychologists, counselors, and researchers appreciate the varied psychological and emotional issues of having twins and of being a twin. Furthermore, themes uncovered in this process of investigation may also shed light on broader, cultural views and attitudes about twinship.

Data were analyzed from interviews with 8 mothers of twins. The themes that emerged reflected concerns with developmental and social aspects of the twins' transition into school. Subjects spoke of fears about their twins remaining dependent on their co-twins, not learning how to make friends on their own, being compared by others, inter-twin competition, and possibly losing the special bond they have with each other. Many of these concerns seemed to be reinforced by other sources: Teachers, school officials, other parents, even written school policy. The influence of cultural stereotypes on twins and their development is discussed.