How Do Teachers and Students Perceive the Benefits and Challenges of Implementing Differentiated Instruction in Mixed Ability Classrooms, Particularly in Relation to Workload, Classroom Management, and Inclusivity?

This study investigates how teachers and students perceive the benefits and challenges of implementing differentiated instruction (DI) in mixed‑ability classrooms, with a particular focus on workload, classroom management, and inclusivity. Drawing on primary data from 85 teachers working mainly in middle and secondary sections, the research uses a structured questionnaire combining Likert‑scale items and open‑ended questions to capture both the extent of DI use and perceived impacts. Descriptive statistics show that a clear majority of teachers report regularly adapting tasks, modifying assessments, and using flexible grouping in their mixed‑ability classes, and over 70% agree that DI improves lower‑achieving students’ understanding, keeps higher achievers challenged, and enhances overall participation and engagement. At the same time, more than 60–70% of respondents indicate that DI significantly increases their planning workload and stress, and many describe managing multiple groups and activities simultaneously as complex and demanding, especially in larger, exam‑oriented classes.​ Qualitative responses highlight DI as a key driver of inclusivity and equity “levelling the playground” and helping learners feel more visible, confident, and respected while also revealing tensions around fairness and potential stigma when differentiated tasks are highly visible or not aligned with uniform high‑stakes assessments. These findings are interpreted in light of secondary studies showing that systematic DI can improve achievement and reduce inequality, but also contributes to teacher stress when structural supports are limited. Overall, the study concludes that teachers view DI as pedagogically valuable and ethically important for inclusive education, yet structurally under‑supported in terms of time, resources, and assessment alignment. Implications include the need for targeted professional development, collaborative planning time, improved resource provision, and policy‑level assessment reforms to make DI sustainable and fair for both teachers and students in mixed‑ability classrooms.