The Invisible Labels - Disadvantages of labelling children as being different!

Every child is unique and may sometime encounter challenges or special educational needs at some point during their journey in schools. Some children require specialised attention on a consistent basis, and as educators, we are the frontline observers of any behavioural issues or special needs that may arise. It is our responsibility to recognise these challenges and play a pivotal role in connecting families with the necessary support systems tailored to address their child's developmental and disability-related needs. Early identification and diagnosis of potential disabilities are crucial, as they allow for prompt intervention and the provision of essential assistance. Teachers are central to this process, as they become a vital link between families and the services that can offer invaluable support to children on a day-to-day basis.

Children who encounter challenges during their early years or school years often face the risk of being labeled negatively, such as being called 'lazy', 'unmotivated', 'slow learner', or as having 'behaviour problem'. These harmful labels can have devastating consequences, potentially leading to academic failure and eventual dropout from school. Once a child is unfairly categorised with labels such as intellectual disability, emotional disturbance, or learning disabilities, this information follows them throughout their academic journey, perpetuating the stigma of being seen as 'deficient'. Assigning a student to a special education category is a weighty decision that should only be considered after exhausting all other options. The repercussions of labelling a child as 'different' or in need of special support are significant.

The disadvantages of labelling a child with special need or as being different are as follow:

 

  • Labels wield significant influence over teacher’s expectations, often leading to lowered standards for children with special needs. A lack of belief from teachers can erode a child's confidence in their own abilities. Moreover, labels have a tendency to amplify a child's actions in the eyes of educators, causing them to overreact behaviours that might otherwise be tolerated in their peers.
  • Furthermore, labels falsely suggest that children with mild disabilities are fundamentally different from their peers, when in reality, they undergo the same developmental stages, albeit sometimes at a slower pace. Unfortunately, being labelled can severely impact a child's self-esteem, leading to feelings of inadequacy and learned helplessness.
  • Peer relationships can also suffer as a result of labelling, with students often subjecting their labelled peers to ridicule. This can make it challenging for children with special needs to make friends and leave them vulnerable to bullying and mistreatment.
  • Moreover, assigning blame or guilt to parents for their child's learning disabilities based on labels is both unjust and counterproductive. Mislabeling and a lack of understanding of the complex causes of mild disabilities can exacerbate this issue.
  • Finally, labels contribute to harmful stereotyping, with teachers sometimes attributing all characteristics of a category to each labelled child. This type of stereotyping not only perpetuates low achievement but also undermines the potential of every child to succeed.”

 

Thus, labelling can cause detrimental affect on children's academic performance, self-esteem, peer relationships, and parental involvement. It is the responsibility of educators to highlight the need to challenge stereotypes and foster a more inclusive educational environment. It’s very important that teachers and other educators help children with special needs to build a positive self-image and boost their self-esteem by helping them build healthy relationship with others and recognise their strengths.