Beyond the label: Students’ view of placement and replacement in between-class ability grouping

• Students question the reliability of single-test placement in ability grouping. • Boredom and exposure to other groups motivate students to seek set changes. • Group changes are theoretically possible but practically challenging. • Barriers to group changes include unclear criteria and long waiting periods. • Student agency is crucial for improving grouping processes and educational outcomes. • Insights from student perspectives can enhance equity and inform teacher decisions. Ability grouping is a common practice aimed at improving learning outcomes by targeting students' abilities, yet research on students' perspectives is limited. This study explores the views of 20 lower secondary school students on grouping mechanisms, preferred approaches, and movement between groups. The findings highlight students’ ability to identify system limitations and the need for their active involvement. Incorporating student perspectives can inform teaching strategies and teacher education programs by offering valuable insights into the dynamics of grouping and its impact on learning experiences.