“…The findings of this review are important for researchers, teachers, and policymakers, in influencing their decisions regarding the promotion of high-achieving students. Based on theoretical concepts (Kaplan, 1986; Vygotsky, 1978), previous research (Barbier et al, 2022; Bondie et al, 2019; Deunk et al, 2018; Puzio et al, 2020; Smale-Jacobse et al, 2019), and the current systematic mixed-methods review, it can be summarized that matching learning with students’ ability levels through DI is a promising approach for the promotion of high-achieving students in mixed-ability classrooms. The criticism that special education for high-achieving students is elitist and unfair does not hold for DI, as DI also positively impacted not-as-high-achieving identified students (Deunk et al, 2018; Puzio et al, 2020; Smale-Jacobse et al, 2019).…”