When teachers talk about strategies for supporting students, we often focus on curriculum, lesson design, or assessment practices. Yet what sometimes gets overlooked is something far more structural: how we group students. Grouping is a powerful strategy that shapes both learning and belonging. For students who find school hard, grouping can be the difference between being included and encouraged or being sidelined and stuck.
What’s at Stake
Grouping determines who students interact with, what kind of support they receive, and how they view themselves as learners. Particularly for those who struggle—academically or socially—grouping choices can either amplify challenges or open pathways to success.
Research shows that grouping practices are closely tied to teacher expectations (Rubie-Davies & Hattie, 2024). In a large study of multilingual learners, teachers with higher expectations tended to use flexible, small-group structures that mixed students strategically based on their language skills and abilities so they could learn from one another (Garrett & Hong, 2016). Conversely, teachers with lower expectations leaned on whole-class instruction or fixed language ability groups, which limited opportunities for differentiation and peer interaction. The study found that teachers’ grouping decisions reflect their beliefs about student potential. When we expect all students to succeed, we group in ways that expand access to challenging learning opportunities and create community.
Using Homogeneous Groups Wisely
Homogeneous groups, where students share a common skill or need, do serve a purpose. A small group focused on a particular reading pattern, math concept, or behavior skill can allow for targeted teaching that might be hard to accomplish in a whole-class setting. These groups can give students the extra practice and attention they need.
The risk arises when such groups become fixed and permanent. If the same students are always grouped together because they “struggle,” the label becomes part of their identity and can fossilize the expectations that teachers have for their performance. Students begin to see themselves as permanently behind, and so do their teachers. The key, then, is to make homogeneous groups temporary and flexible. They should last only as long as the instructional need requires. When regrouping happens frequently, it communicates that growth is expected and possible.
The video that accompanies this column features Marnitta George and her 9th grade English class. She is meeting with a group of students intentionally selected based on an observed instructional need for reading fluency paired with comprehension. The other students in the classroom are working independently on their writing or collaboratively on analyzing the text.
When Mixed Groups Shine
Heterogeneous groups intentionally mix students with different strengths. For students who find school hard, these groups offer access to peers who can model skills, explain strategies, and encourage persistence. At the same time, they allow students who struggle in one area to contribute their strengths in another.
The challenge with heterogeneous grouping is balance. Pairing students whose learning needs differ greatly can sometimes lead to frustration or disengagement. A practical method is the “alternate ranking” approach: Privately rank students according to current performance levels, divide the list in half, and then group across the halves. This avoids extremes while ensuring variety. In these groups, every student has something to offer, and no student dominates.
Even with structured systems like alternate ranking, grouping is not formulaic. Teachers must use their professional judgment to adjust based on individual needs. A student who is socially reserved might thrive in a smaller group, while another may need to be paired with peers who will draw them into participation. Sometimes numbers don’t divide evenly, and choosing a trio instead of a quartet may actually increase engagement.
Grouping is not just about managing a classroom; it is a reflection of our beliefs.
Grouping Reveals Expectations
Ultimately, grouping decisions are rarely neutral. They reflect what teachers believe about their students. If we believe some students will always lag behind, we design static groups that reinforce that narrative. If we believe all students can grow, we group flexibly, mix strategically, and create spaces where everyone contributes.
This growth-oriented, high-expectations mindset turns grouping into more than a logistical choice. It becomes a tool for equity, inclusion, and opportunity. Teachers can apply this mindset in the classroom by:
- Using homogeneous groups sparingly. They are useful for targeted support, but only when kept flexible and short-term.
- Leveraging heterogeneous groups thoughtfully. Mix strengths and needs in balanced ways so that every student can both learn and contribute.
- Adjusting as needed. Trust your professional judgment to make grouping responsive to individual needs.
- Examining expectations. Ask yourself: Do my grouping choices communicate that I expect all students to grow?
When we group students thoughtfully, we give them access to peers who model skills, structures that build confidence, and opportunities that affirm their potential. Grouping is not just about managing a classroom; it is a reflection of our beliefs. By being intentional, flexible, and hopeful in how we organize students, we can create classrooms where every learner, regardless of how difficult school feels, has the chance to succeed.
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Video Reflection: Getting Grouping Right
After watching the video, consider the following questions for reflection or discussion with your colleagues.
- Why might the teacher focus on individual students as part of the small group instruction?
- How does the teacher reinforce student attempts at reading and pronunciation as students engage with the text?
- What skills is the teacher developing in her students as she meets with them in small groups?
