Teachers Say Grouping Students is a Major Source of Stress
by spinthewheel.io | Interactive tool for the Teaching Community
Why Grouping Students Is One of the Most Stressful Tasks Teachers Face
Forming student groups can look like a simple classroom routine. For many teachers, however, it is one of the most emotionally demanding decisions they make each day.
A new survey of 600 primary and secondary school teachers reveals that group allocation is closely tied to concerns about bullying, social exclusion, conflict, and student wellbeing. Far from being a quick administrative task, grouping students often carries a heavy sense of responsibility and stress.
Grouping students, more than just logistics
Teachers report that decisions about who works with whom are shaped by far more than academic ability. Factors such as friendship dynamics, prior incidents, safeguarding concerns, and the fear of complaints all play a role.
The survey findings highlight just how significant this pressure has become:
- 52.5% of teachers say forming student groups is stressful
- 59.7% worry about a student becoming isolated within a group
- 52.4% are concerned about conflict or bullying arising from group combinations
- 40.3% say the stress of grouping affects their wider teaching activity
For many teachers, the worry is not just about classroom management. It is about the emotional impact on students. A single grouping decision can influence whether a child feels included, ignored, or singled out for an entire lesson or day.
The emotional weight teachers carry
Teachers often feel personally responsible if a grouping leads to conflict or exclusion. Even when decisions are made carefully, the possibility of something going wrong can create ongoing anxiety.
This constant decision-making adds to cognitive load, especially in busy classrooms where group work happens frequently. Over time, the stress associated with grouping can spill over into other areas of teaching, affecting energy, focus, and confidence.
Can digital tools help ease the pressure?
More than half of the teachers surveyed believe that digital random-selection tools could help reduce the stress associated with forming groups.
Teachers linked these tools with several potential benefits:
- Greater fairness and transparency
- Fewer accusations of favouritism or bias
- Reduced personal responsibility for difficult outcomes
- Increased student engagement through a game-style approach
Importantly, teachers did not see technology as a replacement for professional judgement. Instead, many viewed it as a supportive tool. One that can help share the burden of decision-making and make group formation feel more neutral and explainable.
A practical way to support wellbeing in the classroom
When students understand that groups are formed randomly and fairly, it can reduce tension and expectations. For teachers, this transparency can ease the feeling that every outcome rests entirely on their shoulders.
Tools like Spin the Wheel offer a simple way to introduce random selection into group formation, while still allowing teachers to step in when specific safeguarding or wellbeing concerns require it.
Methodology
The survey gathered responses from 600 teachers working in primary and secondary education, including school leaders, full-time teachers, and part-time instructors. Questions explored how often teachers form groups, the time and stress involved, concerns around student wellbeing, and attitudes toward digital random-selection tools.
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