When a lower-achieving student is placed in the low-ability class, the placement can destroy the child's confidence and promote inequality (Enns 2015). Because the quality of education with a lower path is much lower than in a class with a higher path, there is a disadvantage for students who actually want to learn. There is not much encouragement for students with lower ability because expectations are significantly reduced (Enns 2015). Despite being in a high-ability classroom, a child may feel pressured to compete with other children of the same intellect. When a child feels the need to compete, this may also damage their confidence levels (Holloway 2003). A homogeneous approach creates inequality within society because monitoring is based on an individual's social background. Therefore, monitoring will create a divide between minority and majority groups. The dominant majority class has the upper class advantage, which means that their children are more likely to belong to the high intelligence class due to the extracurricular activities in their lives. Although the minority is placed in the least qualified class, they receive a lower quality education that they do not deserve (Enns 2015). However, according to Paton (2012), the mixed approach was thought to have a disadvantage because it could put high-ability children at a disadvantage. Parents were afraid that lower-ability children would hinder their high-ability children academically (Paton 2012). That said, parents are wrong, as it is not another child's fault that their children are not being pushed to their full potential. It is the teacher's responsibility to provide more challenging lessons for smarter children. Teachers are the ones who should push their students to express their full potential (Paton