Wilburn, Victoria G.Wasmuth, SallyFehr, CallieBrokamp, KristenShupe, MalloryHursey, BriannaRoss, KatieNelson, Jessica2019-03-202019-03-202018Wilburn, V. G., Wasmuth, S., Fehr, C., Brokamp, K., Shupe, M., Hursey, B., … Nelson, J. (2018). The implications of desk arrangement on social interaction in a third grade classroom. Journal of Occupational Therapy, Schools, & Early Intervention, 1–12. https://doi.org/10.1080/19411243.2018.1474833https://hdl.handle.net/1805/18648Numerous studies have illustrated that participation in occupations—defined as meaningful life activities—is essential to wellness (AOTA, 2014). Social interaction is an important area of occupational participation for children in their roles as students (AOTA, 2014). Classroom design can impact student social participation; however, there is a lack of current research focused on effects of classroom design on social interaction for all students. Rather, research has examined factors affecting social participation of certain subgroups of students in the classroom, such as those with chronic illness or deafness (Martinez, Carter & Legato, 2011; Martins & Gaudiot, 2012). While literature provides information about various subpopulations, in this paper we emphasize that social participation based on classroom design can facilitate or inhibit overall occupational participation for all children in the role of student.enPublisher Policyclassroom designoccupational therapysocial interactionArticle