This article examines the dual harm of “gifted/talented” labels in K12 education: they marginalize “average” students while burdening labeled children with unsustainable expectations. These oversimplified tags distort educational purpose and hinder true potential development. Keywords: giftedness, educational labeling, psychological pressure.
labeling effects
Unveiling the “Gifted” Label: The Hidden Harms of Tracking in K12 Education
This article examines how the “gifted” label in K12 education systems, while seemingly positive, actually fosters inequality and psychological pressure. We analyze the pitfalls of tracking students and propose alternative approaches to nurture all learners’ potential without harmful labeling.
Deconstructing the “Gifted” Label: Hidden Inequities and Harms in Education Systems
This article examines how the “gifted/talented” label in K12 education harms both labeled and non-labeled students, creating unfair expectations and limiting true potential. We explore the psychological pressures of educational labeling and systemic inequities.
The Hidden Dangers of “Gifted” Labels in Education Systems
This article explores the negative impacts of “gifted” labels in education systems, revealing how these seemingly positive tags create pressure for both labeled and unlabeled students. It calls for rethinking how educators appreciate individual differences without harmful labeling.
The Double-Edged Sword of “Gifted” Labels in K12 Education
This article examines how the “gifted” label creates dual harm in K12 education: marginalizing “average” students while placing unsustainable pressure on labeled children. We analyze the psychological and systemic impacts of talent labeling in schools.
Deconstructing the “Gifted” Myth: The Labeling Trap and Solutions in K12 Education
This article examines how the “gifted” label in K12 education creates dual harm: fostering self-doubt in some students while placing excessive expectations on others. It advocates for more inclusive approaches that focus on growth rather than fixed abilities. Keywords: giftedness, education system, expectation pressure.
