Classifying Minds, Framing Well-Being

Abstract

This chapter focuses on Basil Bernstein's sociolinguistic theory, emphasizing classification and framing, to provide a comprehensive framework for understanding the organization and transmission of knowledge within educational settings. It examines the implications of this theoretical perspective on pedagogic practices and curriculum design, particularly in inclusive schools. The study scrutinizes how knowledge structure impacts students' mental well-being, self-esteem, and confidence. By exploring both visible and invisible curricula, the chapter reveals how educational practices influence students' mental health. Employing a qualitative approach, the chapter synthesizes literature reviews, case studies, and key milestones in educational history. It establishes a theoretical foundation for understanding how classification and framing in education can promote mental health outcomes. Practical recommendations for educators and policymakers are provided to create supportive, inclusive learning environments that nurture students' mental well-being, resilience, and positive connections to learning. This theoretical framework contributes to informed decision-making, advocating for inclusive practices for students with special needs.