| Summary: | The aim of this study was to describe and analyze the problems caused by students that characterize themselves as highly sensitive. The issue of high sensitivity and other categorizations are fiercely debated in the research. This empirical study was conducted in light of literature about high sensitivity, pedagogies, and interview methods. The students answered questions about what makes them categorize themselves and how they believe that the categorization affects their learning and social development. They also responded to questions about what they consider appropriate measures to improve their situation. The most obvious outcome is that students do not feel safe in the large classes that they are a part of-, as the learning environment is perceived too large and tough. The students can not do themselves justice despite their ability and willingness to learn. Students also feel that they are placed into incorrect categorizations such as shy, introverted or different. This fact show links to the ongoing debate related to inclusion and appears to provide a critical illumination of it. The study was completed by a comprehensive discussion of the inquiry results from a special education perspective.
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