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The material content and physical arrangement of a classroom communicates some of the first impressions of the class to students, and can either help or hinder the delivery of instruction. Purposeful design choices can make the difference between a child feeling at ease and ready to learn in the classroom, and a child who experiences anxiety and stress that make learning more difficult. The setting can either reflect and celebrate the cultural assets of students in the classroom, or send a message that the teacher is indifferent, or that some students don't belong at all. For all these reasons, the classroom setting is a foundational element of the successful implementation of PBIS practices in the classroom.