At just 10 years old, many children in Germany face life-defining decisions. The traditional state system assigns students to different academic tracks, often based on early assessments of ability. These placements are meant to match students’ capabilities—but is separating children at such a young age really the best way to help them succeed?
According to renowned education expert John Hattie, it’s not. In fact, the evidence points the other way. Hattie’s research is clear:
- “Students achieve more when they learn together.”
- “The biggest driver of success is not ability grouping but the relationships within the classroom.”
- “Primary-aged students benefit most when kept in diverse groups where they learn communication, collaboration, and empathy.”
You can read more from his latest interview here: https://www.spiegel.de/panorama/bildung/bildungsforscher-john-hattie-schule-ist-nicht-fuer-die-eltern-da-sondern-fuer-die-kinder-a-5635c51c-cd69-4e2e-a854-6409e1b099a1
At Leipzig International School (LIS), we have built our philosophy around these insights. We don’t stream students by perceived ability—we strengthen their ability to grow and learn from one another.
Why We Prioritize Togetherness Over Tracking

The core of Hattie’s findings is simple: children thrive when they are part of inclusive, collaborative learning communities. Dividing them into separate tracks may simplify classroom management, but it comes at a cost. Research shows that:
- Ability grouping leads to fixed mindsets, where students internalize labels of “high” or “low” ability.
- Mixed-ability classrooms develop resilience, curiosity, and academic improvement for all students, not just some.
At LIS, our students stay together through their primary years. This isn’t accidental—it’s deliberate. In a classroom where students of different strengths collaborate, they learn to listen, express their ideas, and support each other. These are not just academic skills—they are life skills.

Feedback Over Labels
Another of Hattie’s key insights is that feedback—timely, constructive, and continuous—is more powerful than any grade or test score. When learners are provided with meaningful feedback, they gain confidence and clarity on how to improve.
This belief is central to how we teach at LIS. Instead of defining students by test scores, we encourage reflection and goal-setting. Our students aren’t ranked—they are guided. They learn that mistakes are stepping stones, not setbacks.

Learning Beyond the Classroom
Education is about more than academic success—it’s about becoming a capable, thoughtful global citizen. At LIS, students don’t just learn facts and figures; they learn who they are and what they can contribute to the world. Hattie’s research emphasizes the importance of schools allowing self-discovery and social responsibility. We live this out through:
- Service learning projects that connect students with their communities.
- Collaborative arts, sports, and inquiry-based activities that build leadership, creativity, and teamwork.
In contrast to systems focused solely on performance metrics, our approach creates space for students to grow into changemakers who are not only knowledgeable but also empathetic and courageous.
Experience the LIS Difference
As Hattie says, “A school’s impact is defined not by how it sorts students, but by how it helps every student thrive.” At LIS, we believe every learner has the potential to exceed expectations when given the right support.
🎉 Want to see this in action? Join us for our Open Day on January 31st and February 1st to experience how our classrooms strengthen collaboration, curiosity and growth.
Or, read our latest stories in The Observer—our students’ achievements speak for themselves.
