Abstract

This chapter examines the micropolitics of pathologization and depathologization in Chilean schools, focusing on ADHD diagnoses. Through ethnographic research in two schools, it explores how care intersects with medicalization, shaping the everyday lives of diagnosed children. While traditional critiques emphasize the pathologizing effects of medicalization, this study argues for a nuanced view that considers diagnosis as a “matter of care.” The research highlights how diagnoses function not just as labels but as tools that can both constrain and empower children. By contrasting the practices of two schools_one enforcing conformity and the other supporting individual needs_the chapter reveals the dual nature of diagnoses as both medical and care-oriented technologies. It concludes by advocating for a careful approach to diagnosis, recognizing its potential to foster inclusion while remaining cautious of its capacity to stigmatize. This analysis contributes to discussions on the ethics of care and the role of educational institutions in mental health. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.