Labelling the students as problem learners or slow learners remains pejorative and has detrimental effects on both the students’ as well as the teacher's attitude. Even though labelling is bad, a term is needed for identifying the students to enable specific support strategies that exhibit positivity. Hence better terminology of addressing the students as Students Needing Additional Curricular Support and Students Needing Additional Psychological Support are introduced. The theories behind the labelling effect on students are explained. The frameworks for identifying the student with problem, the rationale for support and the support strategies are reviewed.
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