Children in bottom ability groups more likely to suffer mental health problems, study finds
Joanna Lovell
Senior Social & Newsletter WriterA groundbreaking study has found primary school children in the bottom sets are more likely to show increased levels of hyperactivity and emotional and behavioural problems.
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Primary school children who are placed in the bottom ability set are more likely to suffer with their mental health, groundbreaking new research has found.
The study, by the University College London (UCL) Institute of Education found that while no psychosocial advantages or psychosocial disadvantages were found for those in the top ability groups – those in the bottom within-class groups showed elevated levels of emotional and behavioural problems.
Researchers are now calling for children in lower ability groups to be closely monitored by their teachers to ensure their wellbeing is not being compromised.
Prof Eirini Flouri, author of the study, said stigmatisation, or unfavourable social comparisons could be the reason those in bottom sets are harmed.
He said:
'Our study was the first general population study in the UK to explore the role of both between-class ability grouping and within-class ability grouping in child mental health.
'We did not find either psychosocial advantages or psychosocial disadvantages for those in the top ability groups, either between class or within class.
'However, those in the bottom within-class groups showed consistently elevated levels of emotional and behavioural problems. Whether this is because of stigmatisation, or unfavourable social comparisons, or another process remains to be tested.'
The research, which examined the impact of ability grouping at the age of seven on children in UK schools, is based on analysis of data from more than 7,000 pupils, who were periodically assessed for peer, emotional, hyperactivity, and behaviour problems up to the age of 14.
Children in the lower ability in-class groups showed more hyperactivity and emotional problems during the study period, compared with children who were not taught in ability groups. Children in the middle ability groups showed more hyperactivity than those not in groups, while top-set children were less likely to show signs of hyperactivity than non-grouped children.
The study is significant because ability or attainment grouping is widely used in UK schools, with nearly four in five (79%) of primary schools using in-class ability grouping for seven-year-olds. Some have different coloured tables, others have different names, but generally children understand which ability group they're in.
The report’s co-author, Dr Steven Papachristou, said it's crucial pupils in lower ability groups are monitored. He said:
'Our findings about the increased emotional and behavioural problems of children placed in low within-class ability groups highlight an important challenge for the use and implementation of ability grouping.
'Whether the academic benefits of within-class ability grouping reported by some outweigh its shortcomings should be a priority for future research.
'To date, very little is known about the learning dynamics, peer processes, and subtle effects of in-class ability grouping, particularly in classes with extensive selective grouping.
'However, if the associations found in this study are causal, they suggest that children in the lower within-class ability groups require close monitoring and support by their teachers to ensure that their behavioural and emotional development is not compromised.'
The Department for Education declined to comment on the study, saying it was up to schools to decide on their approach to ability grouping, taking into account the evidence available and the specific needs of their own pupils. It added that streaming pupils by ability could help teachers give every child an appropriately stretching education.
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