What happens when gifted children know they are smart, but society or schools tell them they are wrong? What happens when they sense they are different from their peers, but no one tells them why?
Whether their abilities are blatantly dismissed because of cultural, racial or gender stereotypes, or merely minimized due to ignorance on the part of the schools, gifted children historically have struggled to thrive under conditions that attempt to suppress them. Gifted children know they are different. They see how easily they grasp information, and learn more quickly than many of their peers. They sometimes become impatient with friends who don't get it. They often react to events with greater emotionality and sensitivity. They may not fit in, and feel lonely and estranged.
Without the proper nurturance and guidance, gifted children will flounder.
Unless identified early, offered a challenging education tailored to their needs, and allowed to flourish in a setting with like-minded peers, gifted children not only often fail to reach their potential, they may never understand the exceptional abilities they possess.
Who are typically overlooked?
The list is long and includes: children of color, the poor, ELL learners, gifted children with disabilities (twice-exceptional learners), girls lacking in confidence, rough-housing boys who just want to play, visual-spatial learners, children in schools lacking resources for gifted services, children in states where gifted services are not legally required. Essentially, any child can be overlooked. And in some situations, giftedness is minimized or ignored even when the schools recognize that a child is gifted.
When giftedness is denied, dismissed or ignored, negative outcomes, such as the following can occur:
1. They know they are different, but can't understand why.
Gifted children may feel confused about their differences. They recognize how easily they grasp ideas and information when compared with their peers, but don't have a context for understanding this. As a result, they are left to form their own conclusions about their giftedness. They may ascribe too much meaning to their abilities, or not give them any credibility. They may deny their giftedness, discount it, minimize it, distort it, exaggerate it, compartmentalize it, or feel guilty about it.
2. They may think there is something wrong with them.
Gifted children (and adults) are often highly sensitive and emotionally reactive, and have a heightened sense of fairness and justice. They are sometimes prone to overthinking, perfectionism, and existential depression, as they ponder the meaning of life. Without someone to help them appreciate that these are common experiences among the gifted, they may assume that they are unstable. And since they don't see their peers struggling with these same concerns, they may view themselves as social misfits and outliers who are not entitled to "normal" friendships and relationships.
3. They become chronically bored in school and learn to disrespect the system.
Gifted students whose abilities are never identified or challenged become bored and may assume traditional learning environments are a waste of time. They may become disrespectful toward authority and teachers whom they perceive as inadequate and ineffective. While some may passively withdraw, others become vocal about their dissatisfaction and cause trouble for themselves and others at school. Ultimately, they may develop chronic distrust for persons in positions of authority, as they have been disappointed too many times.
4. They fail to reach their potential, having missed out on the training, stimulation or challenge at critical points in their development.
Gifted children who are never challenged and who coast through school do not have an opportunity to hone their skills through meaningful learning and practice. Many children are never even identified as gifted, as a result of ignorance about "what giftedness looks like," lack of universal screening, or racial/cultural/gender stereotypes, creating an excellence gap for minority students. Some schools also maintain policies that prevent acceleration, ability grouping or truly differentiated instruction. Gifted students are held back when forced to endure repetitive, rote assignments instead of challenging learning options that would encourage their growth and development.
5. They assume that they never have to work hard.
Gifted students who are never challenged and who easily receive good grades often become complacent. They assume academics should come easily to them, and never develop study skills that are necessary for later success. Receiving a low grade may come as a shock, and they may steer clear of any difficult future tasks, rather than risk failure. Some become underachievers-under-the-radar, acquiring good grades and even awards, yet never pushing themselves beyond their comfort zone. Others may become selective underperformers, choosing to excel only in subjects that are meaningful, and give up trying in areas that do not interest them.
Obviously not all unidentified or unchallenged gifted children develop problems. However, efforts to improve gifted identification and helping gifted children understand what it means to be gifted are essential. Identification not only informs an educational plan aimed at enhancing their development, but can clear up confusion and misunderstanding about traits these children recognize but can't quite name. And providing gifted services tailored to their academic needs is critical to their educational growth as well as the development of resilience in the face of challenging tasks. It also offers reassurance that the adults in charge truly understand, and are making every attempt to help them thrive.