Should we make it easier for students to learn by grouping by ability? To stream or not to stream? That was the question posed during a staff meeting. It reminded me of my own school days, and the impact ability grouping had on me as a student—and later, as a teacher.

Later, as I drove home from school, I recalled a day long ago, when I found myself in-stream ten. I was a student in a huge Comprehensive School in the middle of England. Stream One was the highest-rated, and Ten the lowest.

My Experience with Ability Grouping

As a student in a large comprehensive school in England, I was placed in the lowest stream, Stream Ten. At the time, my family life was in chaos—my dad was in prison, my mum was in hospital, and my siblings were scattered in foster care or detention.

Being half Jamaican in an overwhelmingly white community added another layer of challenges. My school grades plummeted, and being in the lowest stream felt like a confirmation that I would never succeed.

I’ll never forget Miss T, our teacher in Stream Ten. Despite her efforts, most of the class ignored her. Chaos ruled the room. But I focused on one task—learning to touch type. Amidst the noise, I practised my exercises diligently. It was the first skill I mastered, and it gave me a small sense of achievement. That spark eventually led me to further education and a fulfilling teaching career.

The Challenges of Grouping by Ability

Grouping by ability can benefit high-achieving students, providing opportunities for them to excel without fear of being mocked. Struggling students can also benefit from targeted lessons at their level, reducing frustration and boosting confidence. However, ability grouping has significant downsides:

• Social Divide: Grouping by ability can create barriers between students, discouraging collaboration and reinforcing stereotypes.
• Harmful Labels: Students in lower groups often internalise labels like “dumb,” which can erode self-esteem and motivation.
• Limited Opportunity: Lower groups may only access a narrow curriculum, making it harder for students to break out of the cycle of underachievement.

The Differentiated Classroom: An Inclusive Alternative

Instead of ability grouping, I’ve found that a differentiated classroom offers a more inclusive and effective approach. Differentiation allows all students to engage with the curriculum at their level, without overtly accentuating differences. Here are some strategies I’ve used:

• Pre-Teaching for Lower Achievers: Introducing key concepts to struggling students ahead of the lesson helps them build confidence and contribute as “experts.”
• Mixed-Ability Peer Teaching: Pairing students to teach each other fosters collaboration and reinforces learning for both partners.
• Individual Challenges for High Achievers: Providing advanced projects or independent work helps gifted students remain engaged without feeling isolated.

Differentiation takes extra effort, but it creates a dynamic and inclusive learning environment where all students can thrive.

What the Research says

Educational researcher Professor John Hattie argues there’s little evidence that streaming benefits learning outcomes. Instead, he advocates for inclusive practices that give every student access to the full curriculum. Differentiation allows teachers to adjust the content, process, and outcomes of lessons to meet diverse needs without segregating students into rigid groups.

Balancing grouping and differentiation

If grouping by ability is unavoidable in your school, it’s vital to manage it in a way that avoids harmful labels. Here’s what works for me:

• Focus on growth mindsets by celebrating individual progress rather than comparing students.
• Rotate groupings regularly to reflect students’ evolving abilities and avoid fixed labels.
• Use inclusive language to describe groupings, such as “Challenge Groups” rather than “High” and “Low.”

By blending differentiation with thoughtful grouping practices, we can provide targeted support without limiting potential or creating unnecessary divides.

What’s your take?

Grouping by ability sparks strong opinions, and every classroom is unique. Have you found strategies that balance the benefits of targeted instruction with the need for inclusivity? Share your experiences below—I’d love to hear your thoughts!