Exchanges of help between children are common and often have positive consequences. But not all help is equally beneficial, for example because some help does not provide an opportunity to practice and develop skills. Here I examine whether young children might perpetuate competence-based inequality by providing incompetent peers with less opportunity to practice and improve their skills compared to competent peers. Study 1 (N = 253, 6-9 years) shows that young children understand not all help is equally beneficial: Children think that peers who receive empowerment (hints) vs. non-empowerment (correct answers) help can learn more. Study 2 (N = 80) and 3 (N = 41) then assessed children's (7-9 years) actual helping behavior in a lab-based experiment. Through a cover story, participants were introduced to two unknown, same-age children whom they later overheard were either good or not good at solving puzzles (Study 2) or math (Study 3). Subsequently, participants got to help both of them with a puzzle-quiz (Study 2) or a math-quiz (Study 3) by providing either empowerment or non-empowerment when they asked for help. Across both studies, children were more likely to provide empowerment help to competent peers, and non-empowerment help to incompetent peers. This work suggests that when young children perceive differences in competence (e.g., based on stereotypes), they contribute to maintaining the status quo by providing the most vulnerable students, that would profit the most from improving their skills, less opportunity to do so.