Why Labelling Children Can Harm Their Growth

In early years education, children are constantly learning who they are and how they fit into the world. The words adults use around them play a powerful role in shaping this understanding. While labels like “shy,” “naughty,” “smart,” or “slow learner” may seem harmless or even helpful, they can deeply impact a child’s emotional, social and cognitive development.

Labelling children, especially in their formative years, can unintentionally limit their growth, reduce their confidence and shape how they see themselves for years to come.

What does “labelling” mean and how does labelling affect a child’s growth?

Labelling happens when we assign fixed traits or identities to children based on their behaviour, abilities or challenges. For example:

• “She is a troublemaker.”
• “He is very weak in studies.”
• “She is the quiet one.”
• “He is hyperactive.”

Instead of describing a moment or behaviour, labels define the child as a person, not the situation. Over time, these labels stick; not just in adult minds, but in the child’s self-image too.

1. It Shapes Their Self-Identity

Young children are in the process of forming their identity. When they repeatedly hear labels, they start believing them.

A child who is often called “shy” may stop trying to speak up.
A child labelled “naughty” may feel that misbehaviour is just who they are.

They begin to live up to the label, even if it does not reflect their true potential.

2. It Creates Limiting Beliefs

Labels create mental boxes. Once a child is placed in a box, expectations become fixed.

• “He is not good at maths.”
• “She is not creative.”

This discourages children from trying new things or taking risks. They may avoid challenges because they believe they are already “not good enough.”

3. It Affects Confidence and Self-Esteem

Positive-sounding labels like “the smart one” can also be harmful. Children may develop a fear of failure and pressure to always perform.

Negative labels, on the other hand, directly reduce self-worth. Children may feel:

• “Something is wrong with me.”
• “I am not as good as others.”
• “Why even try?”

Over time, this impacts motivation, participation and emotional well-being.

4. It Influences How Others Treat the Child

Once a label is attached, adults and peers start interacting with the child based on that label.

Teachers may expect less from a “slow learner.”
Peers may avoid a “difficult child.”

This changes opportunities for learning, friendships and inclusion; often without anyone realising it.

The difference between describing and labelling and why this matters in the early years?

There is a big difference between:

Labelling:
“He is aggressive.”

Describing:
“He was feeling angry and hit his friend today.”

Describing focuses on behaviour in a moment. Labelling defines the child’s identity.

The early years are the foundation of lifelong learning and self-belief. During this stage:

• Children absorb language deeply.
• Their brains are highly adaptable.
• Emotional safety shapes learning capacity.

When we avoid labelling, we create environments that are:

• Emotionally safe.
• Inclusive and Growth-oriented.
• Empowering.

And most importantly, child-centred.

Labels may seem small, but their impact is lasting. They influence how children see themselves, how others treat them and how confidently they step into the world.

Every child is more than a word, more than a moment and more than a behaviour. When we choose mindful, respectful language, we give children the most powerful gift of all, the freedom to grow into their fullest potential.

In early years education, our words don’t just teach, they shape lives.