Teacher Feedback and Student Perceptions: Variations in Inclusive Classrooms

Teacher feedback is a critical component in enhancing student learning, yet students’ perceptions of this feedback can vary significantly due to individual and contextual factors. This article examines variations in students’ perceptions of teacher feedback in inclusive classrooms, with a focus on differences influenced by gender and educational level. Drawing on empirical studies, including a survey of 576 students from grades six through eight in Kendriya Vidyalaya schools in Chennai, India, the findings highlight that female students and non-Children with Special Needs students exhibit more positive perceptions of feedback compared to their male and CWSN counterparts. The study also reveals preferences for detailed, step-by-step feedback and identifies challenges in feedback delivery. Implications for teachers in inclusive settings include the need for balanced, timely, and personalized feedback to support diverse learners effectively.