The Impact of Teacher Favouritism on Student Development

Teachers play a critical role in shaping students’ academic achievement, emotional well-being, and long-term development. A classroom is most effective when it operates on the principles of fairness, encouragement, and equal opportunity. However, when teachers favour certain students over others, whether consciously or unconsciously, the effects can be harmful and far-reaching. Research shows that teacher favouritism negatively affects students’ confidence, motivation, peer relationships, and future outcomes.

One of the most significant consequences of favouritism is its impact on student self-esteem. According to a study published in Educational Psychology, students who perceive their teachers as biased are significantly more likely to experience low academic self-concept and anxiety. In fact, research suggests that students who feel ignored by teachers are up to 30% less likely to participate in class, which further limits their opportunities to learn and be recognised. Over time, these students may internalise the belief that they are less capable or less deserving of success.

Favouritism also undermines academic motivation and performance. Studies on teacher expectations, including research linked to the Pygmalion Effect, show that students perform better when teachers hold high expectations for them. Conversely, when expectations are uneven, student achievement suffers. Data from the OECD indicates that students who believe their teachers treat them unfairly score significantly lower on standardised assessments compared to peers who perceive classroom environments as equitable. When effort no longer appears connected to reward, students are more likely to disengage from learning.

Beyond academics, favouritism disrupts classroom social dynamics. Research from the American Psychological Association has found that perceived teacher bias increases peer conflict and decreases classroom cooperation. Students who are favoured may face resentment, while those who are overlooked are more likely to feel isolated or excluded. These social divisions can contribute to bullying, withdrawal, and a lack of trust within the learning environment.

The effects of favouritism can extend well beyond the school setting. Longitudinal studies suggest that students who consistently feel undervalued by educators are less likely to pursue higher education and more likely to doubt their abilities in professional settings. Meanwhile, students who are favoured may become overly reliant on external validation, limiting the development of independence and resilience. Both outcomes interfere with healthy personal and social development.

It is essential to recognise that favouritism is often unintentional. Teachers may naturally gravitate toward students who are more outspoken, high-achieving, or behaviourally compliant. However, accidental bias can still have serious consequences. Research emphasises the importance of reflective teaching practices, inclusive participation strategies, and equitable feedback to ensure all students feel supported.

In conclusion, teacher favouritism can quietly but powerfully hinder student development. By fostering fairness, awareness, and consistent encouragement, educators can create classroom environments in which all students have equal opportunities to develop academically, socially, and emotionally.