Beyond the "Repeater" Label: Amplifying student perspectives on grade repetition and protective factors in Ghana

• Grade repetition labels marginalize students through stigma and reduced belonging. • Parental support and teacher intervention mitigate negative labeling effects. • Students view repetition positively when accompanied by increased support systems. • Labeling theory reveals how "repeater" identity shapes educational trajectories. • Protective factors can transform repetition from stigma to opportunity for growth. This qualitative case study explores the lived experiences of students in Ghana who have repeated a grade, using labelling theory as a lens. Labelling theory posits that deviance arises from the social meanings and stigma attached to labels, rather than inherent characteristics. Through semi-structured interviews with 40 students who have repeated a grade, the study examines how the "repeater" label shapes students' selfperceptions, interactions, and educational trajectories. Findings illustrate the marginalising effects of labelling, including diminished self-efficacy, social stigma, and weakened school connections. However, protective factors like parental involvement, teacher support, and school interventions mitigated negative labelling impacts. The study underscores how labels are socially constructed and can be reshaped through supportive practices that challenge stigma and promote empowerment. By centering student voices, the research informs efforts to create more inclusive educational environments that recognize labelling's powerful influence on students' experiences and outcomes.