THERE will always be natural hierarchies in schools. Pupils quickly recognise the differences between themselves and their peers, whether that be in terms of test scores, extrovertism or wit.

They get to know whose parent is lax and whose is not to be crossed, and measure themselves against each other using many other factors. This could be viewed as being merely part of growing up.

But it becomes an issue when one trait dominates perceptions, and especially so when a school and its staff are seen to reinforce such judgments. It has long been the case that sporting achievement can bring kudos with it for the pupil who can run faster than their peers, or make a football obey them with insouciant grace. Equally, it can lead to unhappiness and isolation for those who find themselves forever last-to-be-picked at games.

However, the concern raised by Alex Cole Hamilton MSP at Holyrood’s Equalities Committee was that schools can become complicit in this, with teachers dividing pupils into the sporting “elite” and those for whom passing an hour of PE without incident is the main goal. The challenge for schools must be to ensure that all pupils’ achievements are equally valued and every contribution recognised. Putting academic achievements on an equal footing with those in sport, music or art – as many schools do – is the best way to ensure that an overemphasis on one type of elitism is not a problem.

The committee’s inquiry into bullying and victimisation in schools also raised another important issue – that of the difficulties faced by lesbian, gay, bisexual and transgender pupils, who have drawn attention to particular problems some claim to have faced in Catholic schools.

While faith issues may make this difficult territory, all schools must ensure that children have the appropriate support when facing issues that may single them out. Moralising rather than answering a plea for help is a dereliction of duty.