ABSTRACT Young people whose behaviour does not conform to our expectations of how pupils should behave within an educational context have had a variety of labels attached to them including: Social, Emotional and Behavioural Difficulties (SEBD), and Attention Deficit Hyperactivity Disorder (ADHD). The employment of such labels will shape how the young person is perceived by the adults surrounding them. This will not only have an impact on the relationships that are developed between the pupil and the educator but also how the young people see themselves in terms of their own identity. This paper seeks to give voice and explore the position of young people within the confines of their educational experiences. The paper draws on 13 in-depth case studies to reflect on how young people experience the SEBD labels attached to them by others and what pupils consider to be the main antecedents leading them to display behaviour which is deemed unacceptable in the classroom. The paper highlights the importance of providing opportunities for young people to have their voice heard to fill the gap between professional perceptions and those of the pupil. In order to truly understand why young people display behaviour that is considered difficult and how they experience the labels we attach to them we have to speak to young people themselves.

中文翻译：

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“我错太多了”——探索年轻人如何在英国教育系统范围内体验社交、情感和行为困难 (SEBD) 标签

摘要 行为不符合我们对学生在教育环境中应该如何表现的期望的年轻人被贴上了各种标签，包括：社交、情绪和行为困难 (SEBD) 和注意力缺陷多动障碍 (ADHD)。这些标签的使用将影响周围成年人对年轻人的看法。这不仅会影响学生和教育者之间的关系，还会影响年轻人如何看待自己的身份。本文试图在青年人的教育经历范围内发表意见并探讨他们的地位。该论文借鉴了 13 个深入的案例研究，以反思年轻人如何体验他人贴在他们身上的 SEBD 标签，以及学生认为导致他们在课堂上表现出不可接受的行为的主要前因。该论文强调了为年轻人提供机会让他们听到自己的声音以填补专业观念与学生之间的差距的重要性。为了真正理解为什么年轻人会表现出被认为是困难的行为，以及他们如何体验我们贴在他们身上的标签，我们必须与年轻人自己交谈。该论文强调了为年轻人提供机会让他们听到自己的声音以填补专业观念与学生之间的差距的重要性。为了真正理解为什么年轻人会表现出被认为是困难的行为，以及他们如何体验我们贴在他们身上的标签，我们必须与年轻人自己交谈。该论文强调了为年轻人提供机会让他们听到自己的声音以填补专业观念与学生之间的差距的重要性。为了真正理解为什么年轻人会表现出被认为是困难的行为，以及他们如何体验我们贴在他们身上的标签，我们必须与年轻人自己交谈。