<p>Labelling Theory stipulates that once an individual exhibits deviant behaviour, such as acting outside of the norm, the public and even close relatives will react to this behaviour by labelling it. Some of these labels result in social and psychological consequences for the individual, and Labelling theorists argue that, at the very extreme, they culminate in a self-fulfilling prophecy wherein the labelled individual fulfills the expectations others have placed upon him/her. Labelling Theory has been questioned for its lack of consistent supporting empirical evidence and still faces much scrutiny by leaving many unanswered questions, particularly within educational contexts. Several societal changes have created a profoundly different climate for labelling in the domains of mental health and education and beg the re-evaluation of labelling theory’s original arguments.</p> <p>This dissertation empirically tests the main tenets of Labelling Theory within an educational setting by exploring the experiences of children identified as having symptoms of Developmental Coordination Disorder in aNorthern Ontariocity. This study finds that children who are yet undiagnosed with DCD are often stigmatized not only by their peers, but also by educators, public, and even close relatives. However, those children who were formally labelled were granted more opportunities and were often more accommodated within the educational context. It also finds that formally labelled children often had varying degrees of self-confidence; conversely, those who were not labelled or awaiting diagnosis were often more critical of their abilities and were frequently socially isolated. Finally, this study found that parents played an active role in acquiring formal labels and services for their children throughout the diagnostic process and afterwards. These findings have implications for educational and health care related policies and future research for Labelling Theory.</p> / Doctor of Philosophy (PhD)