The value of a small class size extends far beyond numbers—it fosters deeper learning, stronger relationships, and long-term student success.
While many factors shape a high-quality education, research consistently shows that smaller class sizes lead to better outcomes. One of the most influential studies, Project STAR (Student-Teacher Achievement Ratio), began in the 1980s and remains a touchstone in education policy today.
Project STAR found that students in smaller class sizes not only achieved higher test scores but also experienced fewer behavioral issues, particularly in the early grades. These benefits weren’t short-lived; they extended well into later academic years, highlighting the lasting impact of a more personalized learning environment.
At Friends Academy, our educators witness these advantages daily. This blog will share the teacher’s perspective on small class sizes and their ability to foster more meaningful connections, personalized instruction, and a learning experience that supports the intellectual, social, and emotional growth of every student.
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Time and time again, studies confirm what educators have known intuitively for years: smaller class sizes work. Research has shown that students in smaller classes outperformed their peers in reading and math. Findings from subsequent studies also reinforce the strong link between concentrated classes and high academic achievement across all grade levels, despite controlling for other variables.
In our classrooms, the following benefits are clear:
In addition to improving student engagement and academic performance, small class sizes also benefit teachers. A more sustainable environment helps alleviate teacher burnout, enabling educators to provide each student with the individualized attention they need to succeed.
See what Friends Academy teachers had to say when asked about their own experiences with smaller class sizes:
Smaller class sizes naturally foster deeper connections. When students feel seen, they’re more likely to engage, trust their teachers, and grow both intellectually and emotionally.
Kaitlyn Zelaya (Grade 1): Smaller class sizes have allowed me to build close relationships with my students, which is essential in the foundational years. Having once taught a class of 32 students, I now have significantly more time to understand each student’s learning style, interests, and even when they’re having an off day. I can also build strong relationships with their families and provide more personalized feedback and support.
Jozeph Herceg (Upper School English): Having smaller classes helps me to connect with students not only in their coursework, but also during formal and informal in-class discussions. I really get to know each student and their needs, moods, and hopes throughout their years at Friends Academy.
Further Reading: The Benefits of Staying at the Same School from PK-12
Rebecca Glavan (Grade 8 Science): Teaching a smaller class has transformed how I connect with my students by fostering a more dynamic, personalized learning environment. Students now have ample opportunities to engage in discussions and ask clarifying questions. This increased interaction, coupled with more space for individualized learning, allows me to truly understand each of my students and tailor learning to meet their unique needs.
When classrooms aren’t overcrowded, teachers can offer timely feedback and support different learning styles. For our teachers, this flexibility is key to helping every student reach their full potential.
Kaitlyn Zelaya (Grade 1): It allows me to cater to each child’s unique needs. Not every student learns, thinks, or responds to instruction in the same way. A reduced student-to-teacher ratio allows me to tailor my teaching style rather than generalizing and hoping it works for as many students as possible.
Jozeph Herceg (Upper School English): A healthy student-to-teacher ratio lightens my grading load, making it easier for me to give students personalized feedback. I also have more time to check in with students throughout a single class period, which helps improve my teaching style.
Rebecca Glavan (Grade 8 Science): Smaller class sizes enable me to get to know my students on a deeper level and provide more personalized instruction. This understanding allows me to facilitate more in-depth class discussions, promote collaboration, and provide real-time assistance with more complex projects.
Research shows that students in smaller classes are more likely to engage meaningfully. Our teachers also echo this, sharing how students feel more confident, involved, and empowered to contribute.
Kaitlyn Zelaya (Grade 1): In a smaller class, students share their ideas more freely, and everyone has a chance to be heard. When I taught a class of 32, it was harder to ensure everyone felt seen, especially the quieter students. Now, those same types of students naturally participate more because there’s simply more space for them to share their ideas and feelings. They seem more confident, more willing to take risks, and more deeply engaged in their learning.
Becky Manteria (Grade 7 Science): There's actually no comparison. In classes of 30 or more students, I never really got to connect with the students fully. Sure, I knew them, but I wasn't able to know them on a deep level. I didn't fully understand them as learners, and I really never got to know them as individuals. Having small classes allows me to personally attend to my students, sit next to them, and understand where they might be getting stuck, providing substantive feedback not only on their assignments but also on their thinking.
Rebecca Glavan (Grade 8 Science): Smaller classes allow students to feel more at ease asking questions, sharing their perspectives during debates, and making personal connections to the material. They get to know their classmates well, which is fantastic because the class becomes less teacher-centric and more student-driven.
In smaller classes, teachers get to know their students beyond just their academic performance. For students with different learning needs, this holistic approach provides space for personalized support, connection, and confidence-building.
Kaitlyn Zelaya (Grade 1): Every learner is different, and having a smaller class allows me to understand students from the perspective of their whole self, or “the whole child.” This is especially important for students with different learning needs. Brain science tells us that we learn best when something matters to us, and students bring a wealth of knowledge based on what they emotionally connect to. Knowing exactly who students are, what matters to them, AND what they need academically is the recipe for meeting each learner where they are and helping them grow and become all that they can be.
Rebecca Glavan (Grade 8 Science): Students with different learning needs truly thrive in smaller classes. The ability to provide tailored instruction means I can meet each student where they are and use different modalities to enhance everyone’s experience.
Jozeph Herceg (Upper School English): They've benefited significantly from having constant contact and feedback from the instructor; there's ample opportunity to connect and make adjustments.
In smaller classes, teachers have the flexibility to pause, lean into student ideas, and respond with intention. For our teachers, these moments have led to incredible breakthroughs in the classroom.
Kaitlyn Zelaya (Grade 1): I immediately think about our small group reading time. Each group meets three times a week to practice their decoding, vocabulary, writing, and comprehension skills based on their exact needs as an individual. There’s a common belief that students must first “learn to read” before they can “read to learn.” In Grade 1, we’re doing both of those things simultaneously.
One of my small groups was reading a story called “One Dot,” which is about a family in Tibet who needs a yak to help them thrive. It sparked a discussion about how communities, here in Locust Valley and around the world, have different essential needs. This moment also gave one of my learners, who was a bit behind their peers, a chance to step into a leadership role and teach the others who had not read this book about what a different community needed.
Becky Manteria (Grade 7 Science): I can ask a question or make a comment, let it swirl around for a student or pair, and then circle back to see how they've revised their thinking in response. I also adapt my instruction when I see where students are struggling quickly. If there are commonalities in their questions, if they're getting stuck in the same areas, or if they want to dive deeper into something specific, I can modify my approach on the spot or reconsider how I will proceed in the coming days in response. Students are more engaged because, frankly, they cannot hide. They know they will be tasked with a demonstration of their learning, individually, at some point during the class, and therefore, their daily success hinges on full engagement in what we are doing.
Rebecca Glavan (Grade 8 Science): When a student has an idea related to what we're studying, a smaller class allows me to run with it and dive into their thought process.
Recently, one of my students shared one of their favorite memories from our class, where we explored a Nature of Science case study to learn about science versus pseudoscience. They said, "I had an idea that Mrs. Glavan and the class thought was fantastic. I wanted to use my HiSmile teeth whitening toothpaste as a case study and analyze whether it was pseudoscience or the real deal. Our class had so much fun, and this interactive experience was one that I will never forget."
This kind of spontaneous, student-led inquiry is only possible when you have the flexibility and intimacy of a smaller class. It allows us to go "off-script" in the best possible way, reinforcing concepts through incredibly engaging and memorable experiences.
When students feel seen and valued, it creates a learning environment where everyone feels like they belong. A strong sense of community makes them more invested in their own learning as well as each other’s well-being.
Kaitlyn Zelaya (Grade 1): Students in a smaller class become like a family. They look out for one another, offer support when someone is struggling, and celebrate each other’s joys each Monday at our Weekend Update Morning Meetings. Our class is so close-knit that when a student is absent, the others are immediately concerned about their well-being and genuinely feel that “something is missing" throughout that school day. This strong sense of community is felt every day by both students and their families.
Rebecca Glavan (Grade 8 Science): Smaller classes create space for deeper connections, not just between me and the students, but among the students themselves. I've seen it firsthand in their reflections; my students consistently express a profound sense of connection. This manifests in their willingness to lift each other up, celebrate each other's growth, and genuinely support one another's ideas. They also feel supported by me as their guide on their learning journey. It's truly a special dynamic that flourishes in a smaller setting.
Jozeph Herceg (Upper School English): You all get to know each other and become really attuned and sensitive to one another. There's no doubt in my mind that smaller classes build community through shared language and experience in ways that just aren’t possible with larger class sizes.
At Friends Academy, we prioritize small class sizes at every grade level so students can thrive academically, socially, and emotionally. In our values-driven community, they engage in real-world learning experiences that prepare them to lead with confidence and purpose.
If you’d like to learn more about the impact Friends Academy could have on your child’s life, we invite you to complete our inquiry form. Our admissions team would be happy to connect with you to help you find the ideal learning environment for your child.
Want to learn more about who we are and what we value? Explore the Friends Academy Viewbook for insights into day-to-day life, community, and how we practice peace, justice, and understanding through Quaker values.