Achievement inequality is a defining challenge of our time. Globally, children from low socioeconomic status (SES) backgrounds underperform in school compared to their high-SES peers, even when they have the same ability. This represents a tremendous loss of potential and perpetuates harm into adulthood. In this talk, I will use insights from developmental psychology to better understand the origins of achievement inequality. I will explore how stereotypes about the academic abilities of children from low-SES backgrounds contribute to this inequality. These stereotypes often result in discouraging feedback from teachers, including inflated praise, which can shape children’s self-views, making them believe they are less intelligent, worthy, deserving, or capable of growth. Over time, these negative self-views hinder academic success, reinforcing achievement inequality. I will discuss ways to change the context, rather than the individual, to help all children reach their full potential.