‘Academic stratification and social integration in schools, implications for educational policy making’

This mixed-method study examines the impact of academic-based peer segregation on adolescent well-being in Indian schools, focusing on social dynamics shaped by academic performance. Using survey data and semi-structured interviews with students, teachers, and parents, it explores how peer relationships form and the role of adults in reinforcing or mitigating these patterns. Findings show that high-achieving students often form exclusive groups, creating a social divide that marginalizes lower-performing peers. Such segregation is associated with feelings of alienation, low self-esteem, and emotional distress among excluded students, while high achievers gain strong, supportive connections. Teachers and parents, though aiming to encourage academic focus, sometimes inadvertently deepen divides by endorsing selective associations. The study highlights the need for inclusive practices, such as peer mentoring and mixed-ability group activities, to enhance social cohesion. It contributes to understanding peer dynamics in education and proposes strategies to reduce the negative effects of academic segregation.