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As student needs become more complex, school leaders are rethinking class creation − not as paperwork but as a powerful opportunity to intentionally shape learning, culture and student success
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PRINCIPALS KNOW all too well the pressure that comes with the final weeks of the school year.
Alongside report writing, parent communication, assessment and moderation, transition planning and end-of-term events, staff are often left sorting hundreds of students into next year’s classes using spreadsheets, sticky notes and countless conversations about friendships, behaviour, learning needs and classroom dynamics.
As student needs become more complex, many school leaders are asking a simple question: are we just dividing students into classes or are we deliberately creating environments in which they can thrive?
Class Creator has been helping schools answer that question.
Class Creator helps schools replace handwritten placement cards, spreadsheets and sticky notes with a streamlined, data-driven approach to class placement. Teachers complete a customisable survey capturing key student information, including academic performance, behaviour, social dynamics, learning support needs, separation and pairing requests. Class Creator then automatically generates balanced class lists in minutes, helping schools save time, improve collaboration and create classes that reflect their educational priorities and student needs.
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“Greater awareness of student wellbeing, increasing mental health concerns, more inclusive education practices and growing recognition of individual learning needs mean today’s classrooms are more complex than they were even a decade ago”
Amy Dooney, Class Creator
“In this environment, class composition becomes increasingly important. The students placed together in a classroom can significantly influence the learning experience, classroom culture and a teacher’s ability to effectively support every learner,” she says.
Dooney says class creation is one of the few decisions a school makes each year that affects every student, every teacher and every classroom.
“It has a direct impact on learning, behaviour, wellbeing, inclusion and teacher workload,” she says. “Schools invest significant time and resources into strategic priorities such as student achievement, wellbeing and school culture, yet the success of those initiatives is often influenced by the classroom environment students are placed in.”
Thoughtful class composition helps create balanced learning environments where students can thrive and teachers can teach effectively, Dooney adds.
“That’s why it should be viewed as a school improvement strategy, not simply an administrative task.”
Founded in 2014, the student placement and class-building software is now used by thousands of schools and over 100,000 educators globally.
The software utilises smart algorithms to help educators create balanced classes in minutes, saving time, reducing stress and removing the risk of costly mistakes. It also makes job sharing much easier by keeping every student’s information in one place, ensuring valuable knowledge stays with the school rather than walking out the door when staff change roles.
A decision that affects everyone
Amy Dooney is head of operations at Class Creator. She says thoughtful class composition matters more now than ever.
“Schools are supporting a broader and more diverse range of student needs than ever before,” Dooney tells The Educator.
“Greater awareness of student wellbeing, increasing mental health concerns, more inclusive education practices and growing recognition of individual learning needs mean today’s classrooms are more complex than they were even a decade ago.”
Dooney points out that teachers are expected to cater for varying academic abilities, behavioural needs, social dynamics and wellbeing considerations, often within the same classroom.
Where belonging begins at school
While schools invariably want the best outcomes for students, tight time frames and long-standing processes can mean class creation isn’t targeted towards maximising student success.
“Most schools have the best intentions, but the reality is that many are working within tight time frames and using processes that haven’t changed in years,” Dooney says. “As a result, class creation can sometimes become an exercise in balancing numbers rather than designing learning environments.”
Dooney says intentional class composition involves considering a much broader range of factors, including academic needs, social dynamics, behavioural considerations and student wellbeing.
“The difference is that one approach focuses on where students fit, while the other focuses on where students are most likely to succeed,” she says. “That distinction can have a lasting impact throughout the school year.”
Indeed, the impact of those decisions extends well beyond academic outcomes and can shape how students experience school daily.
Class composition can be highly influential when it comes to student wellbeing and sense of belonging, as well as classroom culture and ultimately a child’s chance of succeeding at school, Dooney says.
“A student’s sense of belonging often starts in the classroom. The peers they interact with, the relationships they build and the environment they learn in all contribute to how connected they feel to school,” she explains.
“Class composition plays an important role in creating those experiences. While it won’t determine a student’s future on its own, it can significantly influence confidence, participation, behaviour and engagement.”
Dooney says when students are placed in balanced classrooms where they feel supported and included, schools create stronger foundations for both wellbeing and learning.
“Those foundations can make a meaningful difference to student outcomes over time.”
A whole-child approach
So what does thoughtful class composition actually look like when schools sit down to build classes?
Dooney says there is growing recognition across schools that where students are placed can have a significant impact on their academic progress, wellbeing and sense of belonging.
“Intentional placement means looking beyond academic data and considering the full picture of each student,” she explains.
“Schools take into account learning needs, behaviour, wellbeing, friendships, support requirements and other factors that may affect a student’s experience in the classroom.”
Dooney says the aim is to create balanced classes that work for both students and teachers.
“When classes are thoughtfully composed, teachers are better positioned to support learning across the whole group, and students are more likely to feel connected, challenged and supported,” she says. “It’s about making informed decisions that give every classroom the best possible chance of success.”
Timing is also a big part of this conversation, says Dooney.
“By the time schools begin building class lists, many of the decisions that influence the process have already been made,” she says. “Starting the conversation earlier gives leadership teams time to review their approach, gather meaningful student information and ensure important knowledge isn’t lost.”
One challenge many schools face, says Dooney, is retaining the context behind previous class placement decisions, particularly amid high staff turnover as staff change roles or leave.
“Class Creator centralises data to help preserve this knowledge by storing student information, teacher notes, placement decisions and the reasons behind them,” she says.
“This allows schools to reflect on outcomes year after year, support continuity and make more informed decisions.”
“When classes are thoughtfully composed, teachers are better positioned to support learning across the whole group, and students are more likely to feel connected, challenged and supported”
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Published 13 Jul 2026
Amy Dooney, Class Creator
Class Creator: key stats
educators
179,000
classes created
1.3 million
student data points
39 million
students placed
28 million