Date of Award

Spring 1-19-2026

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Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Kenzo Sung

Second Advisor

Darren McDuffie

Third Advisor

Maryann Krikorian

Abstract

This mixed-methods action research study explored how flexible seating influences student empowerment, autonomy, decision making, and self-regulation in a Title I junior high school on California’s Central Coast. Grounded in constructivist learning theory (Piaget, 1952; Vygotsky, 1978) and self-determination theory (SDT; Deci & Ryan, 1985), the current study examined how providing students with meaningful choice over their learning environment can promote equity and engagement within underresourced contexts. Forty-six eighth-grade students participated in this study by completing Likert-scale and open-ended survey items assessing their experiences with flexible seating. Quantitative data revealed flexible seating increased students’ sense of autonomy, comfort, and engagement, whereas qualitative responses, alongside researcher classroom observations, deepened understanding of how these arrangements fostered focus, collaboration, and ownership of learning. However, equity concerns emerged as some students consistently claimed preferred seats, illustrating empowerment without structure can inadvertently reproduce privilege. These findings highlight the importance of teachers needing to balance autonomy with fairness through explicit norms and student collaboration in classroom decision making. The study contributes to limited research on flexible seating in Title I schools by reframing classroom design as an equity-driven practice that supports agency and inclusion. When implemented thoughtfully, flexible seating has the potential to cultivate responsibility, engagement, and a sense of community, key elements of educational environments that empower all students to thrive.

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