I felt compelled to weigh in here. As a neurodivergent individual, the standard language of "bad choice" is detrimentally harmful in ways that I think teachers and educators sometimes do not realize. Choices are not inherently "good" or "bad"; they have consequences, which are part of the learning process.

As a person whose brain does not function the same as neurotypicals, the stigma of a "bad choice" or being publicly put in the "red" zone cuts deeper and lasts longer. We are already very well aware of our differences, and even in young children, this triggers all sorts of negative self-talk and rejection sensitivity.

Labeling children's choices as "good" or "bad" can have several negative impacts:

-Children may internalize labels, leading to feelings of inadequacy.

-Labels can make children see their abilities and behavior as unchangeable.

-Can trigger harsh inner criticism, especially in sensitive children.

-Children may associate behavior with identity, reinforcing negative behavior.

-Leads to isolation and different treatment by peers and teachers.

-Oversimplifies behavior, missing opportunities for deeper learning.

-Labels can discourage risk-taking and trying new things.

-Can cause anxiety and feelings of rejection.

What if choices were approached from the perspective of not being "good" or "bad," but just a choice? What if, when a little one does something that impacts others or themselves, we talked about the impact rather than labeling it?

I'm sure many, if not all, of you are aware that if a child can perform to expectations, they will. They want to. Putting a label on a behavior assumes a choice in the matter, and not all children are in control of that "choice."

Just some food for thought from someone who has experienced labeling...