Challenging Biases: Understanding Learning Differences
Every year, as students apply to The Highlands School, we read through countless recommendation forms filled out by well-meaning teachers. While many of these recommendations are supportive and kind, some are unintentionally peppered with comments that reveal deeply ingrained biases about how students with learning differences are perceived. These comments, often written with good intentions, sometimes reflect a misunderstanding of the unique ways these students learn and engage with the world.
Here are some common examples:
- “X is very capable but does not put full effort into class assignments.”
- “During group work, X occasionally will not take his job seriously, which frustrates other members.”
- “X has a positive spirit, but does not care about… (grades, work, neatness).”
- “X is not working to his/her potential.”
At first glance, these remarks seem straightforward, but when we take a closer look, they often reveal a lack of understanding about learning differences. For a student with ADHD, for example, focusing consistently during group work can be a monumental challenge—not because of a lack of effort, but due to neurological differences in attention regulation. Similarly, students with dyslexia or other processing disorders may struggle with traditional assignments, not because they lack motivation, but because the way information is presented does not align with their learning style.
When teachers comment that a student is “not working to their potential,” it is often based on a narrow understanding of what potential looks like. At Highlands, we know that potential is not linear—it’s multifaceted. A student who may struggle with written assignments could be a brilliant verbal communicator, a creative problem solver, or possess exceptional empathy and social awareness. Measuring potential solely through traditional academic metrics not only limits our perspective but also stifles the student’s sense of self-worth and capability.
The truth is, learning differences require teaching differences—a reimagining of instruction that values creativity, is multi-disciplinary, adapts to neurodiversity, and embraces non-traditional paths to success. When students are placed in an environment where their unique strengths are celebrated and their challenges are met with understanding and support, they flourish. We see it every day.
It’s time to challenge the biases hidden in well-intended remarks and recognize that when students seem disengaged or less motivated, it’s often a reflection of the environment—not the student. Our role as educators and advocates is to reshape the environment, not the child.
At The Highlands School, we are committed to doing just that.