Perceptions of mixed-ability teaching: Social justice in science education (selected by ASE Research Committee)

This session presents findings from an ongoing research project exploring how teachers perceive mixed-ability teaching, where these perceptions originate, and how grouping practices impact issues of equity—particularly within the context of science education. Science teachers often face unique challenges when teaching mixed-ability groups, from managing practical work and ensuring curriculum coverage to supporting vast differences in prior knowledge and confidence. This research considers how science educators understand and navigate these challenges, and how their perceptions are shaped by factors such as initial teacher training, departmental cultures, performance pressures, and personal teaching experiences. While mixed-ability teaching is widely promoted as a means of fostering equity and access to learning, it remains controversial in practice—especially in subjects like science, which are often perceived as cumulative and hierarchical in nature. Through qualitative interviews and survey data, the research reveals the tensions science teachers experience when balancing inclusive pedagogy with high-stakes accountability, and how these tensions influence their attitudes towards grouping. The session aims to explore the following key questions: - What do science teachers believe about mixed-ability teaching, and what shapes those beliefs? - How do grouping practices in science contribute to or challenge educational inequality? - What role can science educators play in promoting social justice through their approach to classroom organisation? The session will also examine how decisions around setting or streaming can disproportionately affect access to higher-tier content, future STEM pathways, and student confidence—particularly among disadvantaged groups. It will consider how science teachers can be supported through professional development and departmental collaboration to make mixed-ability teaching both manageable and meaningful. Outcomes: Participants will: - Gain insight into how science teachers conceptualise and experience mixed-ability teaching. - Reflect on how their own beliefs and departmental contexts influence decisions around grouping. - Explore the implications of grouping for social justice, particularly regarding access to curriculum and progression in science. This session will be particularly valuable for science teachers, heads of department, and teacher educators interested in fostering inclusive science classrooms. It aims to open up an honest and constructive dialogue about the challenges and possibilities of mixed-ability teaching in science, and to share research-informed insights that could inform both practice and policy.