ArticleFrontiers in sociology2021
Teachers With Special Needs. De-Psychiatrization of Children in Schools.
Article in Frontiers in sociology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Does the Wide Reach of the "Trauma-informed" Model Exceed its Narrow Grasp?Culture, medicine and psychiatry · 2025Article
- Revisiting the Semantic Severity of Anxiety and Depression: Computational Linguistic Study of Normalization and Pathologization.Journal of medical Internet research · 2025Article
- From adventures to diagnosis: adolescent behavior in classic fiction through the eyes of newly licensed Czech psychiatrists - a vignette study.Frontiers in psychiatry · 2025Article
Corrections and comments
- Erratum issued
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Psychiatrization not only affects adults. Ever more children in Western countries are being diagnosed with a mental disorder of behavior, such as ADHD. Children may often be labelled with the best intentions, for example in order to be able to provide them with suitable care and guidance. However, this labelling can have exclusionary effects and often entails the consequence that important discussion about contextual factors that give rise to (the perception of) unwelcome behavior or academic underperformance rarely, if at all, takes place. In this article we contend that although children are of central concern to schools and the design of pupils' education, it is important not to make pupils the sole owner of problems that arise. It is therefore high time that a far more critical normative stance towards inclusive education is taken, in which the presently widespread biomedical approach is met with a school community response that focuses not on the nature of individual disorders but on the special need for additional capacity that
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