Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

Abstract Teacher’s evaluation of students is sometimes negatively affected by diagnostic labels. We explored such negative effects caused the labels “dyscalculia”, “dyslexia”, and “ADHD” in teacher students. In Experiment 1, we varied presence dyscalculia dyslexia label vignettes between participants. The but not had a effect on participant’s academic expectations. our preregistered 2, ADHD was manipulated within To understand cognitive mechanisms driving effects, participants’ attributions regarding students’ problems. Furthermore, short dissonance-based intervention for counteracting implemented. Unexpectedly, found both positive effects. led to more performance expectations ratings problem stability control. evaluations regardless whether mentioned or not. Overall, findings suggest that learning-disorder affect teachers’ different ways.