This article examines the negative impacts of “gifted” labeling in education systems, revealing how this seemingly positive tag creates psychological pressure for both labeled and unlabeled students. It calls for rethinking talent development approaches.
labeling theory
The “Gifted” Label in Education: Deconstructing the Double-Edged Sword in K12 Systems
This article examines how the “gifted” label creates dual harm in K12 education, marginalizing “average” students while burdening labeled children with unrealistic expectations. We explore systemic flaws and propose solutions for nurturing every child’s potential.
