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Common myths about separation

The Australian Twins in School Survey and the UK survey, revealed that many teachers had strong ideas about why separation may be valuable for multiples. While such common views appear to be very sensible, there is no research evidence to support them. They may apply to particular sets of multiples, but not to multiples in general.

"Separation is better for the individual development of multiples"

Well over 90% of all teachers considered this the most important value of separation. There are case reports of some unfortunate twin pairs reared in very bizarre circumstances where they became totally dependent upon each other and where separation was an important part of their treatment. However, there is absolutely NO evidence from any large-scale studies of multiples that separation helps intellectual or emotional development in the majority of multiples.

"Separation helps teachers get to know each child better"

Again this sounds very sensible, but can as easily be turned to imply the opposite. School is only a modest part of child?s life and much happens outside. It could be argued that teachers will know a multiple child better if they also know something about their co-multiple(s) with whom so much time is spent outside the classroom.

"Confusion by the teacher may upset multiples"

Obviously this applies more to identical twins. However, multiples do get used to being mistaken for each other. It is something they have to learn to live with throughout their lives. What matters much more is not having other co-multiples getting the credit for something you did, or you getting the blame for something they did!