Written By David Bielik
Imagine walking into a classroom where every student, regardless of their background or perceived ability, is not just seen as capable of learning but is celebrated for the unique contributions they bring to the table. Now picture a different scene—students seated in separate groups based on labels like “advanced” or “remedial,” their potential predefined by terms that dictate not only how they’re taught but also how they see themselves. These contrasting realities are more than pedagogical choices; they reflect the heart of a broader issue. As educators, administrators, and school communities, are we inadvertently perpetuating inequities in learning environments by using labels that limit instead of empower?
Labels such as "gifted," "below basic," or "remedial" can create fixed mindsets for both students and educators. Students internalize these terms, believing they define their intelligence or worth, while teachers may unconsciously adjust expectations based on these labels, limiting opportunities for growth. For historically marginalized communities, these labels often reinforce systemic inequities, as implicit biases and resource disparities lead to disproportionate labeling and tracking.
When students are categorized by ability, it undermines their sense of identity as capable learners. Instead of seeing challenges as opportunities for growth, students labeled as "low-performing" may disengage, while those labeled "advanced" may feel undue pressure to maintain their status. These dynamics erode the inclusive, learner-centered environments that schools should strive to create.
At Deo Mwano Consultancy (DMC), we believe education systems must move beyond ability labels and embrace practices that affirm every student’s identity and potential. Here are actionable solutions to help you leave ability labels behind in order to focus on student development and growth.
1. Shift to Asset-Based Language and Practices
Replace ability focused terms like “remedial”, “low-performing”, or “advanced” (as well as ability ranked designations like Geometry A-level, B-level, C-level) with growth-oriented language that emphasizes potential and effort.
Train teachers and staff to recognize and value the diverse strengths students bring to the classroom, integrating these into instruction.
Create a culture where challenges are reframed as learning opportunities, reinforcing the idea that all students can excel when given the right support.
2. Implement Flexible, Inclusive Grouping
Replace rigid tracking systems with flexible grouping practices that allow students to collaborate and learn from peers with diverse skill sets.
Use dynamic assessment methods that measure progress over time rather than assigning fixed labels based on standardized tests.
Encourage peer-to-peer mentoring, fostering collaboration and mutual growth rather than competition.
3. Focus on Personalized, Learner-Centered Approaches
Adopt instructional strategies that are tailored to each learner's needs, interests, and experiences. This approach respects individual identities and provides equitable access to high-quality learning.
Use project-based learning and interdisciplinary approaches to engage students in meaningful, real-world problems that highlight their strengths and creativity.
Integrate social and emotional learning (SEL) to help students develop self-awareness, resilience, and a growth mindset.
4. Promote Equity Through Teacher Training and Resources
Provide professional development that addresses implicit bias, equity, and culturally responsive teaching.
Equip educators with the tools to design lessons that are both rigorous and accessible, ensuring all students can engage with challenging content.
Advocate for equitable resource allocation to schools serving marginalized communities, addressing systemic disparities that limit opportunities.
5. Empower Students as Co-Creators of Their Learning
Involve students in setting learning goals and reflecting on their progress, fostering agency and ownership of their education.
Celebrate diverse pathways to success, recognizing achievements that go beyond traditional academic metrics.
Create spaces where students can share their experiences and insights, shaping a curriculum that reflects their realities and aspirations.
The practice of ability labeling is fundamentally at odds with the goal of providing rigorous, affirming, and equitable education for all. By dismantling these labels and embracing inclusive, learner-centered practices, we can transform schools into spaces where every student thrives. At DMC, we are committed to helping schools reimagine their approaches to teaching and learning, fostering environments that celebrate diversity, promote equity, and support the success of all learners. Together, let’s break the barriers imposed by ability labels and create a future where every student’s potential is limitless.
The DMC Learning Success Team has over 30 years of combined experience in education, teaching in K-12 settings, and supporting learning success in college/university settings. Drawing from these experiences, DMC is committed to providing resources and tools related to our current work, which involves helping educational partners improve their culture through intentional and scalable solutions.