Children are harmed by school streaming into lower ability groups and we see an impact on wellbeing
In recent times there has been increasing concern about the culture of streaming and placing children in ability-based sets due to the impact this has on children’s emotional health and self-esteem.
It can be argued that it is an approach that promotes elitism and is geared to push up the academic levels of achievement for the group of children in the upper sets and is underpinned by an inspection framework and performance indicators.
I wonder how it has crept up on us and is deemed acceptable, and in fact, policy, that we have moved to a way of telling children they are ‘working towards’ or need to ‘catch up’ or are ‘working below expectation.’ How is this helpful in developing confidence, aspiration, a sense of self-belief, and motivation to strive and achieve?
In this climate is it surprising that we have the highest levels of self-harm in children, that mental ill-health is at an all-time high in young people, and that we have growing numbers of children who are ‘school refusers’ who actually feel let down and humiliated by a system that they feel on the outside of?
We have a culture where children feel exposed, embarrassed, or compared unfavourably to peers and this sense of shame has lasting damage on their sense of self and their self-esteem.
The Guardian has recently published an article entitled ‘Children harmed by school streaming into lower ability groups.’ This UK study by the Society for Research in Child Development SRDC, September 2021, is based on groundbreaking new research, with data from more than 7,000 primary school pupils, which demonstrated that:
“Primary school children who are placed in the bottom ability group in their class go onto show increased levels of hyperactivity and emotional problems throughout childhood and early adolescence.”
A further study is cited in the SRDC study (Mazenod et al.,2019) and highlights how “teachers themselves recognize the damage to pupils’ confidence resulting from being labelled as “low ability” students and the need to compensate for this through pedagogic practices.”
The SRDC study goes on to state how there’s a need for further research but also a need for close monitoring and support to ensure that children’s emotional development is not compromised or thwarted. However, with the pressure of a grade and data-driven education system, how can we challenge and ensure a rich, broad, balanced curriculum and approach to learning that meets a range of learning styles and celebrates a wider range of achievements for all?
In connection with the data driven agenda, its not just lower ability sets facing pressure. Top sets and streamed higher ability sets in schools face immense expectation, especially in schools deemed as ‘outstanding.’ This pressure has an intensity that is caused by the need to maintain the reputation and keep standards high.
Geoff Barton, General Secretary of the Association of School and College Leaders, in his recent TES article cites research conducted by Endurio, (November 22nd 2021 published in The Times) “Pupils at Ofsted rated schools suffer more stress.”
The reality is there are “alarming rates of stress and anxiety” in our high performing children, as well as the impact on those who are forever being told they are not ‘good enough.’. The study based on 45,000 children found “high rates of stress and anxiety among pupils and an increase in the number who felt lonely’.
Geoff Barton goes on to question:
“What are we doing to our children and young people? Childhood should surely be a time in life that is relatively insulated from the blasts of pressure and anxiety that can underpin adult life… Where is the joy in learning?”
He calls for urgent action and the opportunity in the new white paper currently being formed in Whitehall to “nurture and reward the totality of young people’s distinctive abilities and attributes rather than leaving too many of them feeling they are reduced to, and defined by, a handful of grades.”
The education system has been thrust into a swirling spin trying to survive through the aftermath and ongoing challenges of the pandemic. But even prior to this there was a growing need to question the academic system and to review how we enable all children to achieve and feel celebrated through their educational journey.
The time is surely now for a creative, exciting and innovative approach to enable the future generations to excel in life, for schools to hold wellbeing a the central measure and to enable young people to embrace their futures.
