This project seeks to improve student focus, posture, and engagement by integrating alternative seating options into the classroom. Traditional desks and chairs often restrict movement and can contribute to restlessness or discomfort, especially for young learners. Flexible seating offers a dynamic seating option that supports active learning by allowing gentle movement and encouraging core strength and balance.

At present, students in our classroom are seated in traditional desks that do not support movement, flexibility, or comfort. This setup does not align with the diverse learning needs and physical development of our students, particularly as we see increased signs of restlessness, attention difficulties, and a need for movement throughout the school day. Many students struggle to maintain focus for extended periods in rigid seating, which directly impacts their academic performance and emotional regulation. Our target population includes approximately 40-60 SPED students in Elementary at Barrett, a Title I campus serving a diverse student population. Many of our students also have documented sensory, attention, learning challenges, including those with IEPs or 504 plans. These students, in particular, benefit from environments that allow for physical movement and differentiated seating options. Research and teacher observation consistently show that when students are provided with choice and the ability to move safely while learning, they are more likely to remain on-task and engaged. 
Currently, our classroom does not have access to alternative seating options, which limits our ability to meet these needs proactively. Students who benefit from movement often end up fidgeting in ways that disrupt instruction, such as tilting back in their chairs, getting up frequently, or losing focus altogether. The implementation of ball chairs addresses this immediate need by offering students a safe and structured way to move while remaining seated and engaged in learning. Ball chairs promote active sitting, help improve posture and focus, and can be particularly effective for students with ADHD, sensory processing needs, or anxiety. These seating options also reflect the principles of Universal Design for Learning (UDL), allowing for equitable access and engagement for all students. By addressing these needs now, we aim to create a more inclusive and responsive classroom environment that supports both academic success and emotional well-being. This shift is not only necessary—it is urgent as we work to close engagement and achievement gaps exacerbated by years of disrupted learning.

Flexible Seating to Improve Student Learning, Engagement, and Well-Being: This flexible seating project is designed to improve student learning outcomes by transforming our classroom into an adaptive, student-centered environment that supports focus, comfort, and engagement. This project directly addresses issues of student disengagement and restlessness—two major obstacles to academic success. By giving students a choice in how they learn best, the project will support autonomy, emotional regulation, and executive functioning—all of which are essential for academic growth. Grant funds will be used to purchase high-quality flexible seating options suitable for daily classroom use. The goal is to provide a complete set to accommodate the students in the classroom, allowing equitable access to this flexible seating option. Flexible seating will be integrated into daily classroom activities including: * Small group collaboration, * Independent work and reading, * Testing and intervention time. 
The implementation will include explicit training and clear expectations for students on how to use the different flexible seating options responsibly to support learning, not serve as a distraction. The project will take place in the SPED Resource classroom at Barrett Elementary, benefiting 40-60 students this school year. As the flexible seating options are designed for long-term use, future cohorts of students will continue to benefit annually. The classroom serves a diverse student population, including learners with ADHD, sensory processing needs, and other learning differences who will particularly benefit from movement-based seating. Studies show that flexible seating has a measurable impact on academic engagement, attention span, and classroom behavior. According to research from the American Journal of Occupational Therapy, students who used dynamic seating demonstrated improved attention and decreased hyperactivity. Additionally, flexible seating supports Universal Design for Learning (UDL) by offering multiple means of engagement, making learning more accessible for all students. This project aligns directly with our district’s mission of personalizing learning by recognizing that students have different sensory, cognitive, and emotional needs. Providing seating choice reflects a commitment to whole-child development and equity in the classroom. Our campus improvement plan emphasizes student engagement, differentiated instruction, and inclusion, all of which are supported by the use of flexible seating options. 
By promoting autonomy, reducing behavioral interruptions, and enhancing focus, this project enriches the learning experience in ways that traditional seating cannot. It fosters a positive classroom culture where students feel comfortable, empowered, and ready to learn.