In school, the stuff that messes with you isn’t always obvious. Sometimes, it’s the little things: quick comments, offhand jokes, or weird looks. Like someone saying, “You’re smart for someone like you.” Or asking, “But where are you actually from?” as if your answer isn’t good enough. These aren’t insults on the surface, but they hit differently if you’ve heard them over and over. And if you’re part of a group that’s often left out or misunderstood, chances are you’ve heard these way more times than you’d like.
The thing is, these comments come from somewhere deeper. Generally, old stereotypes about race, gender, class, or disability exist. People don’t always realise they’re being hurtful. But even if they don’t mean it, the effect is still real. After a while, hearing these things can make students feel like they don’t fully belong, like there’s an invisible line separating them from everyone else.
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When the Classroom Doesn’t Feel Like Home?
School is supposed to be a space where you feel safe and accepted. But let’s be honest, that’s not how it feels for everyone. Imagine in school, your teacher keeps messing up your name even after you’ve corrected them. Or they breeze past anything related to your background in lessons, acting like it doesn’t matter. Maybe they never call on you in class, even though you keep raising your hand. Over time, all of that sends a message: you don’t fit in here.
A lot of students go through this in school. A study showed that students who deal with this kind of treatment again and again often feel left out or just straight-up invisible. And when that happens, students start pulling back. They stop asking questions. Stop speaking up in class. Stop trying as hard. Not because they don’t care, but because it starts to feel pointless. And honestly, that’s more damaging than a bad grade.
This kind of stress doesn’t just mess with your schoolwork. It hits your mental health, too. The American Psychological Association said in 2017 that repeated microaggressions can cause anxiety, low self-worth, and long-term emotional stress. Sometimes, the effects stick around well into adulthood.
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It Builds Up Even When You Try to Shake It Off
Here’s the thing: one small comment might seem easy to ignore. And maybe at first, it is. You roll your eyes and move on. But when it keeps happening, week after week, month after month, it starts to get under your skin. You start second-guessing yourself. You start to feel as if you’re constantly watching how you speak, dress, act… Just to avoid drawing attention. Back in 2007, researcher William Smith and his team came up with a term for this.
They called it racial battle fatigue. It means that even if nothing major happens, the constant stress of subtle exclusion takes a toll. It wears people down. And it’s not just one group. Students of colour, LGBTQAI+ students, and disabled students – many of them report feeling on edge in academic settings (Nadal et al., 2014). It’s as though you’re always waiting for the next uncomfortable comment or weird moment. And yeah, over time, that can lead to depression, burnout, or worse.
What makes it harder is that most students don’t feel like they can say anything. Maybe they’re afraid they’ll be told to “lighten up” or that they’re imagining it. So they keep quiet and carry the weight themselves.
Schools Can’t Afford to Ignore This
Let’s be clear: fixing this isn’t about trying to please everyone or avoiding “sensitive” topics. It’s about basic respect that everyone deserves. To feel seen and supported. If schools want students to thrive, they must create environments where no one feels like an outsider. That starts with teachers and staff. It’s not always about huge gestures. Learning to pronounce names properly, adding more diverse voices to lesson plans, and paying attention to who gets called on. These small changes matter. They tell students, “You belong here just as much as anyone else.”
And no, this doesn’t mean walking on eggshells. It means being more thoughtful, more aware. Schools also need to ensure that there is proper support available for every student. That majorly includes counsellors who are understanding and aware of identity-related stress, safe ways to report concerns, and open conversations about race, gender, and inclusion. This can help students feel more confident and engage more. They learn better. That’s not a coincidence.
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This Isn’t Just About Hurt Feelings
It’s easy to brush this off as people being “too sensitive.” But that misses the point. The damage from microaggressions isn’t always about what’s said. It’s about what gets reinforced. Who’s valued? Who’s ignored? Who feels safe enough to speak, and who doesn’t.
Over time, these patterns can shape how students see themselves, how they interact with the world, and even what opportunities they believe they deserve. When schools act like these things don’t matter, they’re sending a pretty clear message. But in school, when they choose to care and to listen and make changes, they can do a lot of good.
No school will get it all right, all the time. But the ones that are trying? The ones that ask questions, make space for student voices, and keep working at it? That effort alone makes a difference. At the end of the day, a student isn’t just there to pass tests and get a score. They’re in the process of figuring out who they are, what they care about, and how to live in the world. If we want them to grow into thoughtful, confident people, it is on us to make sure that they feel safe and valued along the way.
References +
American Psychological Association. (2017). Ethnic and racial disparities in education: Psychology’s contributions to understanding and reducing disparities.https://www.apa.org/ed/resources/racial-disparities
Nadal, K. L., Wong, Y., Griffin, K. E., Davidoff, K., & Sriken, J. (2014). The adverse impact of racial microaggressions on college students’ Self-Esteem. Journal of College Student Development, 55(5), 461–474. https://doi.org/10.1353/csd.2014.0051
Smith, W. A., Allen, W. R., & Danley, L. L. (2007). “Assume the position . . . you fit the description.” American Behavioural Scientist, 51(4), 551–578. https://doi.org/10.1177/0002764207307742
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286.https://doi.org/10.1037/0003-066x.62.4.271
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