Disparities in Teacher Treatment towards High Achievers and Low Achievers: A Systematic Literature Review on Bias and Its Impact on Educational Equity
Year: 2025
Type: review
Study design: Systematic Review
Abstract: In educational institutes and classrooms, teachers play a key role in facilitating the learning process of students while acting as a role model and influencing the attitude, aspiration, and self-belief of students. This review explores the impact of teacher biases on the differential treatment of high and low achievers, focusing on how such disparities influence educational equity. The study examines key forms of bias in teacher expectations, classroom interactions, and assessment practices, investigating their effects on academic outcomes, emotional well-being, and behavioral consequences for students. Drawing from 25 studies published between 2016 and 2025, the review highlights global patterns of unequal treatment and the broader implications for social stratification and systemic inequities in education. It underscores the importance of addressing teacher biases through professional development, equitable classroom management strategies, and policy interventions to ensure fair opportunities for all students. The findings suggest that without targeted interventions, disparities in teacher treatment can further entrench achievement gaps, limiting opportunities for upward mobility and reinforcing societal inequities. The review concludes with recommendations for future research and practical strategies for fostering inclusive and equitable learning environments.
Author: Laila Mohebi
Institution: Zayed University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4411832012