Our public school systems largely rely on deficit based instruction.  This seems like it's a given, like this is the way it's supposed to be, or the way that it has to be.  Classrooms run interventions for kids who need extra help, schools run afterschool programs for kids identified as less than proficient, and districts organize sprawling summer programs to help kids "get caught up."  Call it a deficit based model, where we go to great lengths to identify the holes in student learning and then provide focused supports to fill those gaps.  

When this is working well, we can see deficit models of learning working to effectively bring kids to proficiency.  Hattie's research shows significant effect sizes for RTI and focused-temporary-prescribed interventions.  However, Hattie also shows lackluster effects for afterschool programs and summer programs.  The deficit model doesn't always work as well as we would like.

A strengths based model could offer another layer within our educational systems.  Rather than only chasing deficits, teachers can work to build upon and utilize the strengths that exist within their students.