The chapter makes the case for reducing the use of grade repetition and early tracking, identifying at-risk students and intervening early on, providing a continuum of support for struggling students, and holding high expectations for all students. Other countries respond to diversity by grouping students, whether between schools or between classes within schools, with the aim of serving students according to their academic potential and/or interests in specific programmes. Teaching in these schools or classes is adapted to students with different needs; class size and teacher assignments are determined accordingly. Often, the assumption underlying these policies is that students' talents will develop best when students reinforce each other's interest in learning, and create an environment that is more conducive to effective teaching.