The Psychology of Favoritism

By Fatima Nadeem

Schools are supposed to be places of fairness and equal opportunity. Yet, favoritism—though often subtle—shapes how students experience education. It shows up when teachers give more attention to certain students, when shy kids are overlooked, or when unconscious gender biases creep into classrooms. While it might not always be intentional, favoritism has powerful psychological effects on learning, identity, and self-esteem.

Where Favoritism Comes From

Favoritism often starts with unconscious bias. Teachers, like all humans, are influenced by first impressions, stereotypes, and personal preferences. Psychologists call one version of this the halo effect (Thorndike, 1920), where one positive trait—like neat handwriting, confidence, or good behavior—colors the teacher’s entire view of a student. In practice, that means a disciplined student may be seen as smarter or more capable than they really are, while equally talented but less “polished” students may be overlooked.

Cultural values play a role too. In societies with strong social hierarchies, children from influential families may get preferential treatment without anyone realizing it (Triandis, 1995). Similarly, students who fit the mold of a “good student”—obedient, neat, or academically strong—are often privileged over those who are creative, unconventional, or outspoken.

How Teacher Bias Affects Students

The psychological impact of favoritism runs deep. Favored students often receive more encouragement, which boosts their confidence and performance. Meanwhile, students who feel ignored or undervalued can develop feelings of rejection and low self-worth.

Research shows that teacher expectations can directly influence how students perform. This is called the Pygmalion effect (Rosenthal & Jacobson, 1968). When teachers believe in a student’s potential, they unconsciously give them more feedback and support, leading the student to perform better. But when teachers underestimate students, they provide fewer opportunities, creating a self-fulfilling cycle of underachievement.

For children especially, a teacher’s approval carries heavy weight. Being “unfavored” can quietly chip away at their self-esteem, making them disengage from learning altogether (Wentzel, 1997).

Peer Favoritism: The Other Side

Favoritism isn’t just about teachers—it happens among students too. In every class, some children naturally receive more attention, support, or admiration. Popular students may be favored for their looks, social confidence, or talents, while others are pushed to the margins. This mirrors the broader social patterns of inclusion and exclusion (Bukowski, Newcomb, & Hartup, 1998).

For students left out, the costs are high: loneliness, anxiety, and sometimes bullying. Over time, these experiences can damage not only mental health but also the ability to form trusting relationships.

Systemic Inequalities

On a larger scale, favoritism reflects deeper inequalities in education. Students from wealthier families may benefit from assumptions about their competence. Gender bias also plays a role: boys are often encouraged more in STEM subjects, while girls are praised for neatness or compliance rather than intellectual risk-taking (Sadker & Zittleman, 2009). These subtle differences push students toward very different futures, not because of ability, but because of bias.

Often, this kind of systemic favoritism is invisible—it feels “normal.” But its effects reinforce the very hierarchies that schools are supposed to challenge.

Student Resilience and Coping

Not every student reacts to favoritism in the same way. Some develop resilience by finding validation elsewhere—in sports, creative activities, friendships, or family support. Others, however, may internalize the bias, seeing themselves as less capable and withdrawing from opportunities.

Psychologist Ann Masten (2014) emphasizes that resilience often depends on whether a student has at least one supportive adult or mentor at school. Even a single teacher who consistently treats a child fairly can make a life-changing difference.

Conclusion

Favoritism in schools may be subtle, but its effects are powerful. It comes from unconscious teacher bias, peer dynamics, and systemic inequalities—and it shapes everything from student confidence to long-term achievement. Favored students often thrive, while unfavored ones risk disengagement, low self-esteem, and reduced opportunities.

If schools are truly about fairness, tackling favoritism must be part of the mission. That means training teachers to recognize their own biases, creating inclusive classrooms, and ensuring that every student—not just the favored few—feels seen and supported. Because in the end, reducing favoritism isn’t just about fairness. It’s about making sure every student has the chance to reach their full potential.

References

Bukowski, W. M., Newcomb, A. F., & Hartup, W. W. (1998). The company they keep: Friendship in childhood and adolescence. Cambridge University Press.

Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20. https://doi.org/10.1111/cdev.12205

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart & Winston.

Sadker, D., & Zittleman, K. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. Scribner.

Thorndike, E. L. (1920). A constant error in psychological ratings. Journal of Applied Psychology, 4(1), 25–29. https://doi.org/10.1037/h0071663

Triandis, H. C. (1995). Individualism and collectivism. Westview Press.

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411