ABSTRACT
In this chapter Caroline Roaf considers the language used to describe and define the groupings, successes and opportunities of students at Peers School, a 13–18 comprehensive, where she works as special needs coordinator. Class groups there are balanced according to gender, race and attainment in the first year (Year 9), with choice of course having a greater influence thereafter. She suggests that particular attention should be given to the way young people are talked about when they reach the end of the period of compulsory education.
