https://health.clevelandclinic.org/a-psychologist-explains-how-to-deal-with-imposter-syndrome/

Students dealing with IS generally respond to achievement-related tasks (assignments, obstacles, etc) in a way that causes added stress and self-doubt. Some more common ways it manifests: 

• • Over-preparation tendencies: students erroneously feel they know nothing and must work harder than others to produce the same outcomes and have heightened self-doubt. They have a false perception that they must put in extra effort that leads to feeling as if they are an imposter (Heucker et al., 2023; Knudson, 2022). 

  • Procrastination tendencies: students feel that they have to do everything themselves, without help, and their last minute rush to finish will eventually be exposed and others will see they are an imposter.

  • Fear of continued success: There may be a brief sense of accomplishment after the task is done, however, the "fear of being a fraud" and found out that it doesn't just come to one naturally, leads to lack of internalizing those successes (Heucker et al., 2023).

  • Perfectionism can also an aspect of IS. This "need to be the best" drives overly critical self-feedback, and perceiving mistakes as a lack of ability (Knudson, 2022). This leads to a need for over-preparation in order to appear more capable. Perfectionism can lead to increased  anxiety due to the stress, risk avoidance, and procrastination is often associated with this trait (NAGC, 2017). 

Gifted students may have a mismatch between their intellectual and emotional abilities,  and exhibit asynchronous development  (Wiley & Hebert, 2014). This could make them more prone to feelings of Imposter syndrome.  

Self-Regulation tools: One powerful element to assist students who feel effects of imposter syndrome, is helping to empower their own learning and self regulation as it relates to academics. Encouraging students to: set goals, plan out workloads, employ self-monitoring of their emotions and time, seeking help when needed, and evaluate their processes, are crucial skills for regulating their learning spaces (Zumbrun et al., 2011). 

Restructuring thoughts: Another important element to working though IS is to have students think about WHY they feel the way they do. Shifting the mindset to accept mistakes and learn from them. Focus on the mastery that takes place overtime rather than with one small outcome (Mofield & Peters, 2018). Determine the motivations for wanting to do well - building self-efficacy by focusing on the skills and not just the information (Urdan & Turner, 2007).

Growth Mindset: Intelligence is not set, it is adaptive and changes. By receiving praise for work and effort put in, rather than just the outcome, students learn that intelligence can be increased and leads to increased learning and engaement (Dwyer et al, 2019). Part of this element is providing detailed feedback and praise related to effort, strategies employed, link outcomes with effort, and having students explain their work.  Specific praise goes a long way is resetting the mindset of intelligence to a skill rather than a set ability (Dwyer et al., 2019).

Build resilience: Encourage healthy habits to allow for adapting to adversity and stress. These include encouraging connections with their peers, helping others, establishing and maintaining routines, taking breaks when feeling overwhelmed or stressed, proper sleep and exercise, moving towards goals that have been set, nurturing a positive self-view,  maintaining a healthy perspective on individual moments, and accepting that change is a part of life (APA, 2019).

Social connections: Peer relationships matter. They build strong social development and healthier self views. It is important to encourage and find peers that your student is comfortable with. Whether this is in school classes, in school extracurriculars, or outside of school hobbies and activities - find peers that your student have similar interests with and can relate to. Some gifted students can have challenges finding social connections with peers of their own age if they have accelerated aspects of social or academics, which is why finding outside connections is important (DeBonte et al., 2017).

Talk to your child's teachers about what is going on. Open dialogues are the most important when managing student stress and overcoming challenges. 

Encourage your child to also discuss with their teachers in order to develop in classroom goals and assistance. This also builds relationships between student and teacher which is important.

School counselors also are helpful in determining broader plans and pointing out helpful resources. Utilize their expertise.

External counseling is also an option for your child to have someone to talk to and work through. Finding a therapist or counselor your student trusts is an incredibly helpful resource. 

American Psychological Association: https://www.apa.org/monitor/2021/06/cover-impostor-phenomenon

Johns Hopkins University:
https://wellbeing.jhu.edu/blog/2021/01/26/authenticity-the-imposter-syndrome/

San Diego State University: https://ccnow.sdsu.edu/supporting-students-through-imposter-syndrome/

Imposter Syndrome Institute:
https://impostorsyndrome.com/resources/