Type I – The Successful

As many as 90% of identified GT are type I's. They have listened closely to their parents and teachers. After discovering what “sells” at home and at school, they begin to display appropriate behavior. These are the children many believe will “make it on their own.” However, Type I’s often become bored with school and learn to use the system in order to get by with as little effort as possible. Rather than pursue their own interests and goals in school, they tend to go through the motions of schooling, seeking structure and direction from instructors. They are dependent upon parents and teachers. 

You can support them by giving them choices and opportunities to learn about themselves and topics that interest them. 

Type II – The Challenging

Type II’s typically possess a high degree of creativity and may appear to be obstinate, tactless, or sarcastic. They often question authority and may challenge the teacher in front of the class.

You can support them by giving them opportunities  to be creative and connecting with the student by giving direct and clear communication with child and give permission for feelings.

Type III – The Underground

In general, Type III’s are gifted girls whose belonging needs rise dramatically in middle school (Kerr, 1985). They begin to deny their talent in order to feel more included with a non-gifted peer group. This typically happens later in high school for boys. 

Instead of challenging them, respect and nurture them.

Type IV – The Dropouts

Type IV’s are high school students, although occasionally there may be an elementary student who attends school sporadically or only on certain days and has in essence “dropped out” emotionally and mentally if not physically. They are bitter and resentful as a result of feeling rejected and neglected. 

Their self-esteem is very low, and they require a close working relationship with an adult they can trust. Family counseling is strongly recommended, and the Type IV youth should also be given individual counseling. 

Type V – The Double-Labeled

Type V students often do not exhibit behaviors that schools look for in the gifted. They may have sloppy handwriting or disruptive behaviors that make it difficult for them to complete work, and they often seem confused about their inability to perform school tasks. They show symptoms of stress; they may feel discouraged, frustrated, rejected, helpless, or isolated. 

To support these students, try to look past their weaknesses, and focus and nurture their strengths. You can do this by connecting topics to their areas of interest and expertise. 

TYPE VI – The Autonomous Learner

Type VI’s have strong, positive self-concepts because their needs are being met; they are successful, and they receive positive attention and support for their accomplishments as well as for who they are. They realize they can create change in their own lives, and they do not wait for others to facilitate change for them. They are able to express their feelings, goals, and needs freely and appropriately.