Author Biography

Chloe Kunz is a dedicated freshman at Utah State University. She has three sisters who also attend Utah State with her. Chloe loves spending time with her sisters and getting to experience this part of life with them. Chloe is currently preparing to serve a mission for the Church Of Jesus Christ Of Latter-day Saints in Melbourne, Australia. She plans on returning to Utah State after her mission where she will work hard to become a future English teacher like she always dreamed of.

This essay was composed in December 2023 and uses MLA documentation.

Five minutes apart, blonde hair, blue eyes, one left-handed, one right-handed, one with lighter hair, one with darker hair. One has a poker face, while the other can’t be serious, one drives regularly, while the other controls the aux. These attributes, and many others, are qualities individuals vigorously scan for when trying to determine my twin sister, Emma, and I apart. Most people surrender after a few uncomfortable minutes of staring awkwardly between us both proclaiming, “I’m just going to call you ‘The Twins’ because that’s easier for me.” Being identified as “The Twins” all my life has its perks, but it has also brought negative downsides such as competitiveness and comparison. As my twin sister and I strolled down the crowded, narrow school halls hearing, “Hey Twins!” or, “Look it’s Chlemma.” we always questioned why it was never, “Chloe and Emma.” Emma and I were inseparable growing up because naturally, we were always paired together. From sports to piano lessons, school classes, and now college, my twin sister and I have never been apart. (Okay except for the time Emma went to cross-country camp junior year of high school.) I guess we both love the name “Chlemma” so much we stuck together. This made it hard to consider separating in our many activites, although we both knew it would be beneficial. Twins should be separated in elementary school because self-identity is important to learn at a young age, positive social attributes will benefit them, separation helps prevent negative behavior towards each other, and emotional and developmental problems will be prevented in the future.

Twins should be separated in school because self-identity is important to develop at a young age. Self-identity refers to one’s potential and qualities that make up individuals. According to a group of highly trained teachers based in New York City, children discover sense-of-self at a young, crucial age. When children begin developing self-identity, they form relationships that help build self-esteem. This sets the bar for future growth, development, and social connections (Vivi). For children to know who they are and what they want to become, self-identity is an important attribute to learn while growing up and still learning new things in school. Heather S. Amundson, a scholar at Cedarville University – Master of Education and Applied Research Projects, states that “Kids must be away from all family in order to develop who they are and who they are going to be” (Amundson Pg. 13). Separating twins in school helps both individuals develop and recognize their own personalities. Research conducted by Amundson revealed twins who dress alike, or finish each other’s sentences, are more likely to be separated for the better. This separation helps twins socially develop and interact with not only peers around them, but with each other (Amundson Pg. 13). One crucial point parents of twins should increasingly consider when faced with the decision to separate their twins: How does each individual twin act towards the other twin, as well as other peers when learning in the same classroom? Will staying in the same classroom hurt one twin’s development of self-identity over the other? Parents need to observe and analyze what is best for each individual, rather than what’s best for both of the twins combined. Amundson clearly shows “Classmates may compare one twin to the other, leaving one feeling inadequate by their shared peers. By placing twins in separate classrooms, other children can get to know each twin as an individual, and not a set” (Amundson Pg. 14). Parents and teachers need to make this heart wrenching decision based on what’s best for everyone, especially their twins. Inspecting and examining what is foremost beneficial for each twin will help the crucial role of self-identity come easier and more naturally for twins. Around age three, children’s awareness of sense-of-self increases drastically. Children start to see themselves differently, compare themselves to others, and start to incorporate memories into their self-identity, which plays a significant role in developing inner thoughts and feelings (Vivi). Losing confidence in oneself, comparing, and relying on other thoughts and actions, can be speedily learned when a child can’t discover their own identity and personality. This is why self-identity is important to develop and learn at a young age.

Many schools and preschool programs around the world support the belief that twins should be separated in school. Megan T. Alexander, a journalist in Early Childhood Education, noted, “separation is the best way to help children develop their individuality, without being influenced by a sibling classmate” (Alexander). When twins are learning together, it’s normal for labels to be placed on them to tell each twin apart. For instance, if one twin is labeled as the “troublemaker” this twin will most likely continue to be a troublemaker. Twins will then use this negative label and start to develop their identity around it. This can make it harder for twins to fully develop themselves and understand who they are. Parents and teachers need to emphasize the vast differences between twins to prevent negative personality behaviors that could damage their identity in the future (Alexander).

When twins know and are confident in their own identity, different friends and peers will intrigue them. Separation in school can lead twins to positive social attributes such as more/different friends and increased relationship with peers. An interview conducted by Katherine Sellgren, BBC News family and education reporter, showcases multiple parents separating their twins in school for “social reasons.” A parent of twin girls decided to separate her twins because “they were coming out of their shells and developing their own different personalities” (Sellgren). Although previously the twin girls always shared a classroom in school. The parents vastly realized “being together” was the wrong decision for the twin girls. This interview showed one twin acted and portrayed themselves superior over the other, which made it immensely difficult for the twins to make new friends, find different hobbies, and fully understand who they want to be. After the twin girls were separated, both participated more in class without looking for confirmation from the other. Following this example, parents and teachers need to consider what is ideal for each twin. Inspecting how they act with and without one another in class can be a beneficial tactic to use when deciding if separation is premier or not.

Children, even siblings, are vastly different from each other.  Each child is intrigued by different personalities than their own. Interests in hobbies and activities vary among children, even those who are close with each other, like twins. “With the understanding that siblings of all ages make different friends, it is not a stretch to conclude that even twins can make friends outside of the twin pair” (Amundson). Social attributes play a major role in deciding whether to distance twins in school or not. Twins can make new friends outside of their “twin pair” which can increase their relationship between each other by sharing different experiences with one another. Importantly, twins may have trouble making their own separate, personal friends, who enjoy the same activities, causing problems in the future socially.

Positive social attributes between twins can help prevent negative behavior towards each other. Twins are less likely to develop negative, competitive, and jealous behavior towards one another while being separated in school. Mentioned before, Katherine Sellgren conducted multiple interviews with parents who have twins in regard to their decision to separate their children or not. An interviewed parent stated one twin “became more confident and was free to make choices whether good or bad and pleasing herself” (Sellgren). Separation in school helps twins withdraw from competitive, jealous, and negative behavior towards one another. Two individuals who go up against each other all the time start to develop these feelings, especially siblings, and mostly twins. Previously mentioned before, labeling twins is also associated with twins developing negative behavior towards each other. Peers, parents, and teachers often label each twin because of something they excel at, do badly at, or what their personalities show. These labels and other ways to tell twins apart from each other can slowly make twins drift farther away from each other and notice one another in a negative, jealous, and competitive viewpoint.

When twins are separated it gives them both the chance to focus on their own identity and perspectives. Twins can figure out what they want without obtaining attention and comparison with their other half. When twins are together in a classroom, the possibility of twins being compared academically and socially is at great risk. Being together brings the downsides of negative behavior whether it is implied or not. “If one twin is more academically challenged, that twin may feel inadequate” (Amundson). When children are being compared toward one another the risk of behavioral problems is presented. Competition between twins is a major factor that needs to be observed before making the decision as to separating twins or not. If one twin thrives academically, while one twin excels socially, negative, competitive, and jealousy behaviors can come between the two and ruin the special bond they always had.

Not only can separating twins prevent negative behaviors towards one another, but separation can also prevent emotional and development problems for the future. Twins always have someone by their side, which is great for many reasons, but it can also reveal harmful consequences that most people forget about. Since twins always have someone, it’s easier for twins to develop detachment issues in the present, and future. Twins have one another to lean on in uncomfortable situations, and this can make it hard for them to leave each other and be satisfied when they are alone. Jillian R. Olney, a researcher at Alliant International University proclaimed, “Twins become accustomed to the shared attention and begin using each other as attachment figures when their mother isn’t available” (Olney). Young children grow out of this attachment phase with their own mothers, but twins don’t get that option. When children leave their mothers, they become increasingly dependent and don’t need anyone to stick with them anymore. But twins always have each other to lean on when their mothers leave. This does not allow room for twins to gain that independence. These attachment problems can cause future problems for twins having to leave one another or having to do things on their own. “They learn to cope through the separation by using each other as a maternal placement figure and find comfort in the familiar relationship” (Olney). Emotional and developmental problems are common between twins who aren’t separated in school at a young age.

Previously mentioned before, children, especially twins, need to be away from family in order to grow and develop themselves without the permission of others. This is extremely important for twins to develop since they are always portrayed as “one” unit rather as “two” separate beings. “Twins may not learn how to operate through life independently because they continue to use each other as buffers against anything unfamiliar” (Olney). Separation may be hard, especially for parents making that decision, but it’s crucial for twins to not have emotional and developmental problems in the future.

Although twins should be separated in school to prevent them from future issues, separation can cause an increase of problems. Twins who share the same classroom push each other to be better and to achieve more. When twins are born, an instant bond is produced. Separating them in school at a young age could potentially ruin this special bond between the two. Bereniz Delgadillo, a scholar at the University of Texas, conducted research between parents who separated their twins in school, and parents who chose to keep them together. Parents who chose separation proclaimed both twins needed to find themselves without the other one weighing them down or forcing them to be someone else. Parents who chose to keep their twins together decided the twin bond was crucial (Delgadillo). Bereniz Delgadillo is a twin herself and shared an experience in her report. Delgadillo and her twin sister were immigrants to the United States and her mother decided to listen to the school about separating her children. “The ride on the school bus every morning caused a lot of anxiety to my twin sister. Often, she would arrive at school physically sick and would be sent to the nurse’s office. My twin sister’s experience every morning, worried me. I wanted to take care of her (Delgadillo). Delgadillo goes on to note that separation caused more problems for her and her twin sister than everyone expected. Twins are unique because they always have someone with them, so separating twins is frowned upon more than it is favored. However, twins grow their personal identities and have the chance to discover oneself. Separation leads twins to achieve lasting habits of identity and personality, which can help them socially and academically. Separating twins in school is the best option and brings forth a future full-of success.

In simple terms, Self-Identity and positive social attributes are widely important to develop at a young age. Separating twins in school allows each individual to both achieve this. Distancing twins for one another will also help jealous, competitive, and negative behavior towards one another. These attributes can also correlate to emotional and developmental problems in the future, such as separation anxiety. Separating twins in school can be a gut-wrenching decision, but once thoughtfully examined, separation can help twins grow towards one another, rather than apart. Just don’t separate them at birth, the Parent Trap doesn’t need to happen again.

Works Cited

Alexander, Megan T. “Educating Multiples in the Classroom: Together or Separate?” Early Childhood Education Journal, vol. 40, no. 3, Jan. 2012, pp. 133–36, https://doi.org/10.1007/s10643-011-0501-x. Accessed 23 October 2023.

Amundson, Heather. DigitalCommons@Cedarville Should Twins Share an Elementary School Classroom? 5 July 2019, digitalcommons.cedarville.edu/cgi/viewcontent.cgi?article=1008&context=education_research_projects. Accessed 23 October 2023.

Delgadillo, Bereniz. “Exploring Parent Perspective on Classroom Placements of Twins.” Theses and Dissertations – UTRGV, May 2022, scholarworks.utrgv.edu/etd/1035/. Accessed 23 October 2023.

“How Young Children Develop Self-Concept and Identity | Vivvi.” Vivvi.com, 27 Sept. 2021, vivvi.com/blog/articles/children-and-identity-how-toddlers-develop-sense-of-self. Accessed 23 October 2023.

Olney, Jillian. “The Perception of Closeness in Childhood Twin Relationships and Its Influence on Identity Development in Adulthood.” ProQuest Dissertations & Theses Global, 2020, www.proquest.com/docview/2234728270/abstract/FE6195879C004240PQ/1?accountid=14761. Accessed 23 October 2023.

Sellgren, Katherine. “Twins in School: To Separate or Not to Separate?” BBC News, 30 May 2018, www.bbc.com/news/education-44156981. Accessed 23 October 2023.