Early in my teaching career, I believed fairness meant treating every student the same. The same rules, the same expectations, the same support. Over time, experience challenged that belief—and reshaped my understanding of what fairness truly looks like in a classroom.
I remember two students with very different needs. One required reassurance and additional time to process ideas. The other thrived on challenge and independence. Applying the same approach to both felt “equal,” but it was not effective. What they needed was not sameness, but support tailored to help each of them succeed.
Equity in education does not lower expectations; it removes unnecessary barriers. It recognises that learners come with different strengths, experiences, languages, and levels of confidence. Providing varied pathways—additional scaffolding for some, greater challenge for others—is not preferential treatment. It is purposeful teaching.
Students notice this distinction. When teachers explain why support looks different for different learners, classrooms become more understanding and respectful. Learners begin to see fairness as opportunity rather than comparison. They learn that everyone does not need the same things—but everyone deserves the chance to grow.
Rethinking equity also requires teacher reflection. It asks us to question our assumptions, examine our responses, and remain alert to voices that may be overlooked. It is not always easy, and it is rarely perfect. But it is essential.
As educators preparing learners for a diverse and interconnected world, equity is not an optional extra—it is a responsibility. When classrooms model fairness rooted in understanding, students learn empathy, respect, and responsibility alongside academic content.
In the end, fairness is not about sameness. It is about ensuring that every learner receives what they need to learn with dignity, confidence, and purpose.
In what ways might “equal treatment” unintentionally limit some learners—and how can equity guide your teaching decisions?
