Describing students as average' stops them from reaching full potential, says study

A new study says that teachers should stop labelling children ‘average’ because it can hold them back from reaching their full potential.

The term also affects youngsters who are falling behind but are being overlooked by teachers who think they have mid-range abilities.

The study was conducted by GL Assessment and researchers concentrated on the 50 per cent of children who performed in the ‘broad middle’ of the ability ranges across the tests and found they displayed ‘distinct differences’.

Among the 50 per cent considered ‘average’, their chances of getting at least a B in GCSE English varied from one in ten, to seven in ten, depending on the strength of their verbal skills, the study showed.

Head of publishing for GL Assessment, Shane Rae said that for children who struggle with numbers or words but who are good at masking those problems, the “average” label can mean teachers don’t address the underlying issues because they assume these children are coping – and they’re not, they’re just good at muddling through.

Shane went on to add that children who have potential that’s not identified are not stretched because they’re incorrectly labelled as “solidly average” – so the term acts as a cap on ambition.