Teacher Perspectives on the Consequences of Informally Labeling Children as Delinquent

The present study examined teacher perceptions of informal labeling. Research studies of labeling have either focused on the effects of formal labels on the lives of children with exceptionalities and mental health issues, or the effects of informal labeling by parents, peers and teachers. This study adds to the growing research by examining how teachers work to mitigate the harmful effects of students who have been ascribed a label. Data were gathered through semi-structures interviews conducted with 2 teachers who have personally experienced informal labels when they were young. The results show that teachers conceptualize delinquency as behaviour that is different from the norm and they recognize it as being something that requires additional attention. The implications of the study for policy makers and parents are discussed as well as some recommendations for parents and practitioners are offered