The problem is that "learning style" is not a thing. There are good students and bad students, and there are students who can understand the material but lack the ability to sit still. So it's not like if you change "teaching styles" you will be able to get the slower student the same information as the faster student. The only way to do that is to do a disservice to the faster student.
What you can do, is create tracks so that everyone is challenged but not put in a hopeless in a situation, and the disruptive students you need to either expel so their parents handle them or put them into some kind of separate environment where they don't prevent others from learning.
That's going to result in large inequalities in outcomes because there are large inequalities in how fast students mature and what their learning capabilities are. Neither of these things -- student intelligence or student maturity -- is something that the teachers can influence.
If you define "teaching style" to mean things like being in the classroom, but that's not the usual definition. The usual definition is explaining things in different ways.
The students around them (who can sit still) would benefit from not being in the same classroom as students who are disruptive, obviously. The disruptive students might benefit from something like shorter classes and time spent outside doing sports or other physical activities that don't require sitting. But let's not pretend that they will learn the same material. They will learn less material, at least until they mature enough so that they have more self-control and are able to sit still, which might not happen before they leave high school, or it may only happen in their senior year, etc. Thus you put them into a different high school entirely or at least a different diploma track.
> By that definition, what you say is true, but I haven’t heard anyone keep the definition that narrow for decades.
So the issue is that whenever anyone has come up with intervention based on "teaching styles", it has always failed. That is what I mean by "it's not a thing". Here's the APA, in the article "Belief in Learning Styles Myth May Be Detrimental".
But if we extend the notion of learning styles to "some kids lack self-control" or "some kids have trouble keeping attention", then I think that's pretty obvious and is another symptom of some kids go through puberty at different times and to different levels of intensity, some people have different levels of self-control or time preference than others. That's just life. Then, the recommendation that kids who disrupt classrooms should be removed from the same classroom as kids who don't makes a lot of sense. Kids who can't sit still should be removed from the class in which they have to sit still, and maybe they can do some outdoor activity. Kids who struggle with a subject should be removed and put into a class where the subject is taught more slowly, etc. That allows kids to reach their potential rather than teaching just to the lowest common denominator. A world in which institutions are geared towards excellence rewards the society as a whole -- perhaps the student who struggles with math can do well in a vocational program and do really well in life. While allowing the kid who can do math really learn as much as they can, so we can have a society in which you can get your home renovated by a general contractor and you can have world class chip fabs, whereas right now, for both we need to import foreign labor since our domestic schools produce neither good vocational skills nor good math skills.
What you can do, is create tracks so that everyone is challenged but not put in a hopeless in a situation, and the disruptive students you need to either expel so their parents handle them or put them into some kind of separate environment where they don't prevent others from learning.
That's going to result in large inequalities in outcomes because there are large inequalities in how fast students mature and what their learning capabilities are. Neither of these things -- student intelligence or student maturity -- is something that the teachers can influence.