In inclusive and decentralised classroom settings, the distribution of teacher attention represents a central challenge. Queuing is one possible mode of distribution through which all learners are given transparent access to support. Based on an interview study with primary school students using socio-spatial maps, this study examines how learners perceive this form of distribution. The findings show that queuing is experienced ambivalently: It structures access to the teacher, but at the same time creates new spatial orders and social dynamics. The students’ perspectives reveal requirements for decentralised forms of teaching that go beyond flexible forms of learning and tasks, and also consider the spatial organisation of teacher attention, support, and interactions.