| Summary: | This study examines the intricate relationship between teacher mindset, expectations, and the formal labeling of students with Specific Learning Disabilities (SLDs). A diverse sample of 108 educators from various educational settings, including traditional public, public charter, and private schools in the United States, participated in the study. The investigation explores the Pygmalion effect across four distinct conditions, considering how teacher mindsets, when confronted with a diagnostic label of an SLD, influence their expectations and behaviors. To provide a comprehensive understanding, qualitative methods including open-ended questions and interviews are integrated with quantitative measures, offering nuanced insights into the underlying mechanisms and contextual factors shaping the complex relationship between teachers' mindsets and expectations for students with SLDs. The study reveals two domains: student-centric implications, highlighting the potential influence of student self-efficacy on teacher expectations, and teacher-centric consequences, presenting opportunities for educators to cultivate positive classroom climates and strengthen relationships with students
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