When I first became a principal in East Harlem, my teachers told me our students were “different.” They spent some time talking with students, but not much, given the layers of challenges in the school. When students struggled, teachers blamed my background: a white man raised in rural New Jersey with privilege. My understanding of children who didn’t look like me came largely from movies and mainstream media. I almost believed my teachers; I almost convinced myself that these students were fundamentally different. In hindsight, they were really expressing low expectations for what students could achieve. My perspective had been shaped by what I would consider “good enough” for my own children.
The Problem with “Different”
We all agree that each child is unique. The problem arises when we use “different” as an excuse. We wouldn’t deny white children an education because they are “different,” yet we often do it for other children. Words like “different” are vague. They kill curiosity and stop meaningful discussion. We see the same dynamic in politics: if someone advocates for multi-ethnic representation in books, they are labeled “woke.” Support government spending cuts, and they are tagged as far-right. Vague labels shut down exploration and justify assumptions without evidence.
How Vagueness Affects Teaching
When teachers describe students as “different,” they often avoid understanding them as learners. They skip investigating current needs, assets, and opportunities. Vague language allows bias to guide decisions and discourages teachers from discovering what works to engage students. Even if students are genuinely “different,” that is no excuse to ignore their potential. Labels like “I’m different, so don’t expect too much” or “I’m different, so we’ll try but not invest fully” disempower both students and educators.
The Danger of “Below Grade Level”
Another example is labeling students as “one to many grade levels below.” This phrase is true but unhelpful. It creates judgment instead of solutions. Instead, teachers should ask:
- Why did this result happen?
- What assets does the student bring?
- What specific support can help them access grade-level content?
- How can I engage this student despite low confidence?
Using broad labels perpetuates bias and prevents meaningful instructional strategies. Teachers who fail to unpack the why and how miss learning opportunities—and so do their students.
Leadership Against Vagueness
As a school leader, you must confront vague language. When teachers describe students as “different,” challenge them to unpack their assumptions. Ask targeted questions about student strengths, needs, and supports. Provide follow-up steps to ensure teachers move beyond vague judgments. Every time we allow nebulous language to define students, they lose—and so do we.