<![CDATA[Labeling within elementary school settings not only reflects teachers’ or peers’ perceptions of students’ behavior but also functions as a social force that shapes children’s self-concept and psychological well-being. While positive labels may foster confidence and motivation, negative labels can generate stress, lower self-esteem, and disrupt emotional development. This study aims to explore the impact of both positive and negative labels on the emotional condition, behavior, and self-identity of elementary school students. Employing a qualitative case study design, data were collected through semi-structured interviews, participant observations, and document analysis involving students, teachers, parents, and the school principal. Data analysis was conducted through data reduction, data display, and conclusion drawing, reinforced with triangulation and member checking to ensure credibility. The findings reveal that negative labeling diminishes students’ confidence, triggers withdrawal behaviors, and undermines learning motivation. Interestingly, the study also found that some students interpret negative labels as a source of motivation to disprove them, reflecting an attempt to restore personal autonomy when they feel unfairly categorized. Conversely, positive labels may enhance enthusiasm but can also induce psychological pressure, such as fear of failure or anxiety about maintaining high performance. These findings suggest that labeling practices in educational settings are part of a broader social dynamic that influences how children make meaning of their learning experiences. In this context, interaction patterns shaped by teachers and parents play a crucial role in fostering a communication climate that supports students’ psychosocial well-being.]]>
