Mental disorders are disorders of the cognitive, emotional or behavioral condition of an individual. They can have several origins and are usually associated with expressive anguish and difficulty in various aspects of life, including school education. Mental disorders are accompanied by social stigmas which may be linked to the belief in genetic…

Objective: Mental illness is a growing public concern, particularly for persons in higher education. This research aims to distinguish mental health and stigma experiences between three academic communities: undergraduate students, graduate students, and faculty members. Methods: The researchers conducted semi-structured interviews with nineteen…

This article provides an empirically grounded analysis for two fundamentally different models of mathematics teachers' beliefs about student diversity in Russian secondary schools: exclusive and inclusive models. Although teachers' beliefs are considered a central factor for the differentiated approach, teachers' beliefs could be stereotyped and,…

This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and…

The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible that stereotypical student names often trigger implicit bias in instructors leading to group expectations that can often manifest in a variety of ways…

This article examines how broader cultural practices influence teachers teaching the Holocaust in Lithuania. This article uses the concept of the "cultural curriculum" to examine how community "stories" intersect with formal education. It finds that teachers feel they have become responsible for challenging long-standing…

The context of Special Education is a privileged space to study participation. Most professionals and teachers have long assumed the participation and collaboration with families as a central tenet of their interventions. On the other hand, parents with children with Special Educational Needs (SEN) have also been described as being permanently…

Poorer outcomes for youth labeled with learning disabilities (LDs) are often attributed to the student's own deficiencies or cumulative disadvantage; but the more troubling possibility is that special education placement limits rather than expands these students' opportunities. Labeling theory partially attributes the poorer outcomes of…

Educators in the United States have been socialized to believe that their mission in teaching is to play nice and treat all of their students the same, regardless of race, ethnicity, class, or gender. What is often missing in this teaching-all-equally approach is a counter-narrative that questions whether teachers can in fact successfully act as…

In this article, the author, who has a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), shares her concerns about the stereotypes that too often surround the disorder. She suggests that because most biases and stereotypes are born of ignorance and misinformation, it is important that parents and educators do their part to…

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture…

Examines the pitfalls of grouping children by physical traits during classroom or extracurricular activities. Since such a practice helps to perpetuate ethnic and racial stereotypes, teachers should avoid arbitrary categorization and emphasize individual responsibility among their students. (MDM)

Two groups of classroom teachers (N=36) and two groups of teacher trainees (N=36) were asked to complete behavior checklists for a hypothetical child labeled normal or emotionally disturbed and for a videotaped child labeled normal or emotionally disturbed. Analysis of results indicated that teachers and trainees held quantitatively similar…

Because teachers are human, they sometimes judge their students based on where they live or the language they speak. Students are channeled into honors, regular or remedial classes based on these judgments. Separate sets of expectations are imposed upon separate sets of children, limiting access to information and opportunity. Teachers must…

Teachers of culturally different students must be aware of the stereotypes they hold, how these stereotypes have evolved, and the effect of these stereotypes on classroom interactions. They must learn to deal with students as unique individuals with diverse interests and needs. To develop such insight, teachers need in-depth knowledge of…