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Below you'll find five common myths and misconceptions about gifted students. There is a lot of research that depicts many more myths and misconceptions. Because the spectrum of giftedness is also extremely vast, it is important to also understand that not every child will fit into these myths and misconceptions. What this page is intended to do is to clear up some of the misconceptions with research-based explanations.
You can also take a look at these newsletters, which contains several more myths and misconceptions:
Gifted Students are All Happy and Well Adjusted (Oleksiak, 2020)
Adjusting to School and Forming Relationships (Oleksiak, 2020)
Twice Exceptional (Oleksiak, 2020)
TD Grouping (Oleksiak, 2020)
Girls in TD (Oleksiak, 2020)
Gifted kids have it made and will succeed in life no matter what. They don't need any special help in school or anywhere else.
Gifted kids have it made and will succeed in life no matter what. They don't need any special help in school or anywhere else.
Gifted students absolutely still require the assistance and coaching from a well-trained teacher "who challenge[s] and support[s] them in order to fully develop their abilities" (National Association for Gifted Children [NAGC], 2019). Left without help, gifted students can become bored and frustrated, leading to a dislike of school, despondency, and a potential for underachievement. The guidance of a teacher, parent, counselor, and/or other supportive adults is absolutely vital to the success of the gifted student.
Very often, giftedness manifests itself and gifted students do not understand what it means to be gifted. It is imperative that these students learn what giftedness means and how it does not run out, which is a common fear that results in underachievement. Students who understand giftedness understand that they had a rich childhood full of diverse experiences that contribute to their cognitive growth and abilities. “Giftedness is Asynchronous Development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally" (The Columbus Group, 1991).
Important things to keep in mind is that gifted children are still children. They will require mentors and adults who support them in their endeavors and help them develop strategies to assist them in their growth. Some strategies for helping gifted students succeed include teaching executive skills, such as staying organized, staying focused, and learning from their mistakes. (Dawson & Guare, 2009).
Teachers challenge all the students, so gifted kids will be fine in the regular classroom.
Teachers challenge all the students, so gifted kids will be fine in the regular classroom.
The fact of the matter is that "58% of teachers have received no professional development focused on teaching academically advanced students in the past few years and 73% of the teachers agreed that 'Too often, the brightest students are bored and under-challenged in school - we're not giving them a sufficient chance to thrive'" (NAGC, 2019). Although teachers try to challenge all students, they do not necessarily understand how to best serve the gifted child in their classroom. When gifted students do not have their needs met, they may become bored and disengaged, leading to underachievement. This disengagement may also manifest itself in the form of disruptive and behavioral issues in the classroom that frustrate the teacher.
Speak to your child's teacher if your child's need is not being met. As mentioned before, most teachers do not receive professional development on teaching academically advanced students. Better yet, take this time to teach your child the importance of self-advocacy. "Gifted learners who speak up for themselves are more apt to find challenges and opportunities to best fit their needs" (NAGC, 2018). While this is true for all people, it is especially important for your gifted child to learn to learn to solve problems for themselves to build problem-solving skills which will help foster "self-reliance, sharing, conflict resolution, and social settings" (NAGC, 2018).
That student can't be gifted; s/he is receiving poor grades.
That student can't be gifted; s/he is receiving poor grades.
Grades are not an accurate reflection on your gifted child's potential. This can be described by a discrepancy between your child's performance and their actual ability: underachievement. Underachievement can stem from many different factors. Some of these factors include disengagement and boredom, which typically leads to frustration and underachievement. Another factor could be their attempt at trying to fit in with their age-peers by masking their abilities. And another factor is that your child could have a learning disability that masks his/her giftedness. Often times, if your child is twice-exceptional, the disability could mask the giftedness, or vice-versa.
It is important when you notice that your gifted child is underachieving that you first talk to the teacher. This is crucial because it will help the teacher "search for appropriate options to provide supportive and stimulating learning opportunities" (NAGC, 2019). If the teacher is unable to help your child, it is now important for you to be the bigger voice for your child and speak to the principal, the superintendent, and if absolutely necessary, the school board. Before doing any of this, learn what is important to your child in a classroom and what changes s/he may want to see in the classroom and have an open discussion with the teacher.
Always remember to speak positively at home about your child's teacher and school! Avoid complaining, as complaining about the teacher or school opens the door for your child to blame the teacher for his/her own lack of effort. Studies suggest that a "specific teacher [has] the greatest impact in reversing underachievement behavior" (Reis & McCoach, 2002).
In addition to this, it is important for your child to develop the best attitude!
Help develop the growth mindset with your child by praising their efforts (hard work) instead of praising their intelligence (Clark, 2007, p. 37).
Model these behaviors by showing them your own uniqueness and demonstrate your abilities to share through understanding, kindness, and affection (Clark, 2007, p. 37).
Show them how you use your common sense and remain realistic and responsible to help shape their vision of themselves (Clark, 2007, p. 37).
Assist them in developing an "unusual willingness to do great amounts of work, a determination to do one's best at all cost, and the ability to learn rapidly" (Clark, 2007, p. 38).
Gifted kids are good at everything they do.
Gifted kids are good at everything they do.
One signature trait of gifted students is asynchronous development, which means that gifted students develop their academic, social, and emotional skills at different rates. For example, a kindergartner may read at a fourth grade level, but is unable to communicate at an age-appropriate level. This tends to lead to social issues at school and fitting in. Or another example could be perhaps a very mature 10-year-old wants to draw and write like a 20-year-old, but the child's motor coordination is age-appropriate. Giftedness is explained across a spectrum as well, so a child who is twice-exceptional may be gifted, but not be very good at schoolwork.
Start by understanding your child's strengths and helping him/her focus and build on their strength. Work with your child on understanding what the meaning of giftedness is and how asynchronous development is a natural part of their giftedness by setting realistic expectations. Some strategies for this may be teaching them mindfulness and self-advocacy. Another strategy could be utilizing bibliotherapies to find characters that are unique and have uneven development so that your child may relate to them. And most importantly, keep your child's teachers informed. (NAGC, 2016).
Acceleration placement options are socially harmful for gifted students.
Acceleration placement options are socially harmful for gifted students.
Academically gifted students are often bored and out of place with their age peers and gravitate towards their intellectual peers. In these cases, these students are much happier in acceleration placements, which can be met in a general education classroom. Although there are stereotypes and stigmas surrounding gifted education and advanced placement, the fact of the matter is that gifted education programs are designed to assist high-ability students. Many of these students coast through their education because of these stigmas that prevent them from seeking higher learning, causing gifted students to stagnate in their growth. Some may also paint gifted programs as elitist, further causing gifted learners to avoid being identified as gifted.
As a society, we must work hard to teach all children that giftedness must be nurtured. Without the proper care and nurturing, giftedness wastes away. It creates fundamental issues in a classroom, as behavior and social issues tend to arise when needs are not being met. By teaching gifted learners the right attitude about giftedness and self-advocacy, we can continue to build on their giftedness and help them succeed at a capacity that is intended for them. With that in place, we can prepare our gifted learners for acceleration as well. Parents should consider acceleration if their child is studying content in school that they have already mastered.
Meet with your child's teacher if you believe your child is a good candidate for acceleration. Also discuss with your child enrichment that will give your child a chance to showcase their strengths to be recognized for their abilities and talents. Competitions are a great enrichment opportunity, such as Future Problem Solving Program International, Math Olympiad, and Odyssey of the Mind.
National Association for Gifted Children Parent TIPs
National Association for Gifted Children Parent TIPs
Giftedness
Giftedness
Your young child is showing signs of advanced abilities, what do you do next?
What does gifted and talented mean for your child?
Talking With Your Child About Giftedness
Many parents and caregivers question how to talk with their high-ability children about giftedness.
Giftedness in the Classroom
Giftedness in the Classroom
A proven strategy to ensure the level and pace of your child's academic needs are met.
Assessments for Identification
Why, when, and how do you have your child tested for gifted identification?
Experiences in after-school activities may be the most important of the day.
Nurturing Gifted African American Children
African American children may exhibit giftedness differently than others and need some different types of support.
Advocacy
Advocacy
Advocating for Gifted Services
Steps to take when your school doesn't have effective gifted programs and services.
Working collaboratively with the teacher will be important to your child's success in school.
Students need to know how to speak up for themselves to find the right opportunities to fit their needs.
Creativity
Creativity
Build critical and creative thinking and expression through the arts.
Supporting your child's creativity often depends on those at home.
Social Emotional Development
Social Emotional Development
Gifted children can develop at an uneven rate, confusing parents, friends, and teachers.
Recognize warning signs and provide support for children who are being bullied.
Cyberbullying & Gifted Children
Learn how to recognize and combat cyberbullying.
Finding a Mental Health Professional
How do you find a counselor, psychologist, or therapist for your gifted child?
Friendships might be more related to mental age than chronological age.
Help your child avoid unhealthy perfectionism which can can cause excessive stress and anxiety.
Supporting Your Gifted Child During COVID-19
Your gifted child might need help dealing with the distruption, anxiety, and sadness due to COVID-19
Clark, B. (2013). Growing up gifted: developing the potential of children at home and at school. Boston: Pearson.
Social & Emotional Issues. (n.d.). Retrieved from https://www.nagc.org/resources-publications/resources-parents/social-emotional-issues
The Columbus Group. (n.d.). Retrieved from https://www.gifteddevelopment.com/isad/columbus-group
Dawson, P., & Guare, R. (2009). Smart but scattered. New York: The Guildford Press.
Reis, S., & McCoach, D. (2002). Underachievement in gifted and talented students with special needs. New Jersey: Lawrence Erlbaum Associated, Inc.
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