The diversity we find in the classrooms of educational centers is a reflection of the society in which we live. However, in these contexts, this plurality is not defined only by different social and geographical realities or backgrounds, but also by the skills, aptitudes, attitudes, and learning rhythms of each student. Good classroom management requires taking this diversity into account at all levels, although, in some cases, the lack of resources or other situations that may arise lead to solutions that can affect this heterogeneity to a greater or lesser degree.

I have worked in schools that separated by learning levels and others that did not. It is evident that in a graduating class, students learn, evolve, and mature at different paces. This is what we now call diversity. But there are many types of diversity. They can be due to learning capacity or autism, hyperactivity, motor difficulties, vision, hearing, and so on. All options have been channeled into so-called inclusive schools and institutes. An interesting debate would be whether this option (with adequate resources) is still better than not having specific centers for this type of student. It is not about segregation, but about offering the best possible attention to our children. However, we have always taken into account students who have difficulties. The most classic option to prevent them from falling behind in their studies is to offer them support groups. Students in support groups must have their curriculum adapted, and the agreement is signed by the families. This is what we call an individualized plan. The aim is that, within their capabilities, that student can progress and obtain, like the others, a school diploma. In certain cases, it is also taken into account in high school.