The story of a "Problem Student" (written anonymously)

We are often told that the “problem student” is the one who breaks rules, disrespects authority, and refuses to act with the discipline school's demand. That definition, while not always wrong, misses something crucial. Sometimes, students do not become “problematic” on their own. Instead, they are pushed into that role by the very institution designed to guide and discipline them.

This process can begin with something as simple as a poor first impression. A student may show up late, make a careless remark, or simply appear disinterested. While first impressions are part of life, in schools they are often treated as permanent. A single moment becomes the lens through which the student is judged again and again.

At times, the label is not tied to any behavior at all but to perception. Teachers, especially those with years of experience, may start believing they can “read” a student—deciding who will be well-behaved and who will cause trouble just by looking at them. From there, labels take shape. And once a student is labeled, even small incidents become evidence. Remarks like “Isn’t it him? He already looks like someone who won’t listen” or “He has no home training; imagine, he saw me and didn’t greet” reinforce the stereotype.

The problem is not only what is said but where it is said. Such comments are made openly, and in a school setting, they spread quickly. Other teachers hear them, consciously or not, and start interacting with the student through the filter of that reputation. What began as one person’s bias becomes collective judgment.

For adolescents—whose identities are still forming—this pressure can be overwhelming. Some retreat into silence, shutting themselves off. Others, particularly those with expressive personalities, fight back. But that resistance is often interpreted as confirmation: proof that the label was correct all along. This is the cycle labeling theory warns about—a self-fulfilling prophecy where a student becomes what they are accused of being, not because it was inevitable, but because the environment left them no other role to play.

Not every student responds in the same way. A few manage to defuse hostility with maturity and tact but expecting this of children is unrealistic. Even adults struggle with the unfairness of being accused of something they didn’t do. For a teenager still searching for identity, it can be close to impossible.

Once gossip takes hold, the cycle deepens. Teachers share stories, consciously or not, and each new account shapes how the student is treated. The student reacts, the reaction becomes evidence, and the gossip spreads further. The reputation of “problematic” sticks, sometimes for years, sometimes for the rest of a student’s schooling.

What makes this especially difficult is the stage of life it happens in. Adolescence is defined by the search for identity, purpose, and status. Ironically, being a “problem student” can offer all three. Breaking rules, resisting authority, and embodying defiance can bring admiration from peers. The student who was rejected by teachers finds validation in classmates, who see boldness where adults see rebellion. The praise, mixed with the rush of standing out, can give the student a powerful sense of purpose. And in the fragile process of identity formation, that purpose can feel less like a label and more like a calling.