Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs
The study found that pre-service teachers clearly endorsed explicit stereotypes and showed implicit associations in line with these stereotypes, especially towards autistic pupils and those with Down syndrome, while patterns for dyslexia were less pronounced. These results underline how common such stereotypes are in educational contexts and suggest that interventions should address both explicit and implicit bias.
Authors
- Hannah Kleen (ORCID: https://orcid.org/0000-0001-7791-7667)
- Charlotte Dignath (ORCID: https://orcid.org/0000-0002-1707-8731)
- Mareike Kunter (ORCID: https://orcid.org/0000-0001-9842-7683)
- Nathalie John (ORCID: https://orcid.org/0000-0002-6449-1414)
- Charlotte S. Schell (ORCID: https://orcid.org/0000-0002-7822-4368)
Institutions
- Goethe University Frankfurt (DE)
- Individual Development and Adaptive Education (DE)
- DIPF | Leibniz Institute for Research and Information in Education (DE)
Publication Details
- Journal
- British Journal of Educational Psychology
- Published
- 2025-10-07
- DOI
- https://doi.org/10.1111/bjep.70041
- Citations
- 1
- Primary Topic
- Social and Intergroup Psychology
- Type
- article
- Field-Weighted Citation Impact
- 4.20
Funders
- Bundesministerium für Bildung und Forschung