Education expectations are set at curriculum levels which span across two years; for example, see the Victorian Essential Learning Standards.
The students will be of a greater range of size, age, and maturity which can have both positive and negative implications, particularly in class sporting activities and playground interaction.
Some parents worry that their children may not receive the same level of attention or progress in a multi-age setting compared to a single-grade classroom.
Effective multi-age teaching requires specific skills and training, which not all teachers have.
Discipline can also be difficult, considering students' age ranges and maturity levels in a combo class.
While peer learning can be beneficial, it can also lead to social challenges, such as bullying or the exclusion of younger students, who might feel overwhelmed or intimidated by older classmates.
Plus, not only do they create more work for teachers (as multi-age classrooms may require more resources, such as additional teaching staff and materials, to meet diverse student needs), but administrators of a school may have to rethink schedules, staffing, and communication with parents.
Critics also argue that multi-age classrooms can make it difficult to follow a standardized curriculum, as teachers need to tailor lessons to a wide range of abilities.