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Pros and Cons of Labeling Children
rebecca mateus
Created on February 15, 2024
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Works Cited
By: Amelia Almeida, Samantha Caccamo, Natalie Filicetti, Rebecca Mateus, and Kaitlyn Mavrakakis
References
Franz, D. J., Richter, T., Lenhard, W., Marx, P., Stein, R., & Ratz, C. (2023). The Influence of Diagnostic Labels on the Evaluation of Students: a Multilevel Meta-Analysis. Educational Psychology Review, 35(1), 17-. https://doi.org/10.1007/s10648-023-09716-6 Greenway, Charlotte. W. W., Robinson, Ammanys. H. H., & King, Janice. M. M. (2023). The effect of social devaluation, labeling, and familiarity on children’s attitudes and behavioral intentions toward a peer with symptoms of ADHD. Psychology in the Schools, 60(11), 4452–4465. https://doi.org/10.1002/pits.23004 Klimecká, E. (2024). Favouring of Gifted Pupils by Elementary Teachers: A Labelling Theory Perspective. Qualitative Report, 29(1), 0_1-67. https://doi.org/10.46743/2160-3715/2024.5292 Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology, 91(4), 1110–1126. https://doi.org/10.1111/bjep.12408 Nah, Y.-H., & Wen-Li Tan, J. (2020, July 13). The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder. British Journal of Educational Psychology. https://bpspsychub-onlinelibrary-wiley-com.ezproxy.humber.ca/doi/full/10.1111/bjep.12368 Röhm, A., Grengel, M., Möhring, M., Zensen-Möhring, J., Nellen, C., & Hastall, M. R. (2022, October 13). Applying the mixed-blessings model and labeling theory to stigma in inclusive education: An experimental study of student and trainee teachers’ perceptions of pupils with ADHD, DLD, and intellectual disability. Scholars Portal Journals. https://journals.scholarsportal.info/details/16641078/v13inone/nfp_atmmalwadaid.xml Shifrer, D. (2013, May 19). Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities. Sage Journals. https://journals.sagepub.com/doi/pdf/10.1177/0022146513503346 Singer, S. J., Cacciato, K., Kamenakis, J., Shapiro, A., & International Electronic Journal of Elementary Education. (2020, September). Determining Language and Inclusion for Deaf-Plus Children. ProQuest. https://www.proquest.com/docview/2454186600?accountid=11530&parentSessionId=2m5s65lzrwjTrMK2efM2P1j70ebzYSJ2gMH5KQ7EEmo%3D&pq-origsite=primo&sourcetype=Scholarly%20Journals Taylor & Francis. (2022, April 25). Language matters! The long-standing debate between identity-first language and person first language. The Official Journal of RESNA. https://www.tandfonline.com/doi/pdf/10.1080/10400435.2022.2058315?needAccess=true All images retrieved from Canva, 2024.
Often children with a labeled diagnose experience discrimination due to their label. Although labels can provide children with access to beneficial materials and educational support, those same labels can lead to negative academic, behavioural, and personality evaluations from educators, caregivers, and peers due to preconceived ideas of what the label means (Franz et al., 2023). There are many mixed feelings about labelling children due to the long list of pros and cons that come with specific labels. This interactive image provides some insight into the pros and cons of common labels in early childhood.