So, for example, if a child is labeled as having a learning disability, it has very concrete consequences for the kinds of services and potentially accommodations that child will get.

Sternberg is underscoring that diagnostic and educational labels are not merely descriptive; they are administrative and social tools that trigger real-world actions. Calling a child “learning disabled” can open access to specialized instruction, legal protections, and classroom accommodations, but it can also shape expectations about the child’s abilities. The quote reflects a broader theme in educational psychology: classification systems influence resource allocation and life chances. It also hints at the ethical responsibility of educators and psychologists to use labels carefully—balancing the benefits of support and recognition against the risks of stigma, lowered expectations, or misidentification.