正如《每日邮报》在儿童文章中所强调的，教师们认为能够读懂学生的表情很重要。对同学们来说，理解面部表情也很重要。戴针疫苗可能抑制这一点。年幼的孩子在识别情绪上有困难，即使整个脸是可见的。Gagnon等人(2010)发现，5岁和6岁的孩子很难从一系列面部表情的照片中分辨出恐惧和厌恶。此外，他们在辨别厌恶和愤怒、恐惧和惊讶方面也遇到了困难。有特殊需要的学生在识别情绪时可能会遇到更大的困难。Kats-Gold et al.(2007)发现有多动症的小学生表现出情绪认知能力受损。参与这项研究的男孩都不是来自特殊需要学校，这意味着他们是主流教育学生的代表。在阿斯伯格综合症和自闭症患者身上也发现了类似的结果(Baron-Cohen et al.， 1997a)。然而，这项研究只使用了成年人，因此很难将结果推广给学龄儿童。可以肯定的是，学生在识别戴针针的学生的面部表情时会遇到更大的困难，而有特殊需要的学生则会遇到最大的困难。所有这些研究都使用了照片而不是真实的面孔，这意味着结果在课堂上可能同样严重。
As has already been highlighted in Child's article in the Daily Mail, teachers feel it is important to be able to read the expressions of students. It is also important for classmates to be able to interpret facial emotions. The wearing of the nijab may inhibit this. Younger children experience difficulty in identifying emotions, even when the whole face is visible. Gagnon et al. (2010) found that 5 and 6-year olds found it hard to recognise fear and disgust from a selection of photographs of facial expressions. In addition, they experienced difficulty in distinguishing between disgust and anger and between fear and surprise. Pupils with special needs may experience even greater difficulty in recognising emotions. Kats-Gold et al. (2007) found that schoolboys at risk of ADHD demonstrated impaired emotion recognition. None of the boys who participated in the study were from special needs schools, meaning they are representative of pupils in mainstream education. Similar results were found with individuals with Asperger's Syndrome and Autism (Baron-Cohen et al., 1997a). However, only adults were used in this study, making it difficult to generalise the results to schoolchildren. Arguably, pupils will experience even more difficulty in identifying facial expressions in pupils wearing the nijab, with greatest difficulties experienced by pupils with special needs. All of these studies used photographs rather than real faces, which means the results may be as severe in the classroom.