The terms “gifted, education systems, labeling pressure” dominate modern pedagogical discussions, yet few recognize their hidden psychological costs.
The Paradox of Positive Labeling
When educators identify certain students as “gifted,” they create an invisible hierarchy. Research from labeling theory shows this practice often backfires. Labeled students may develop:
- Performance anxiety to maintain their status
- Fixed mindsets about intelligence
- Social isolation from peers
The Forgotten Majority
Meanwhile, unlabeled students face equally damaging consequences. Studies from American Psychological Association reveal they often:
- Underestimate their own potential
- Develop learned helplessness
- Disengage from challenging tasks
Towards Healthier Alternatives
Progressive schools now adopt growth-oriented approaches:
- Emphasizing effort over innate ability
- Using flexible skill grouping
- Providing universal enrichment
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