Struggles of High Achievers Revealed: Recent Study Highlights Challenges Faced by Top-Performing Students
In a recent study published in Psychology in the Schools, researchers have highlighted the hidden emotional toll that comes with being labelled as 'gifted'. The study, led by Shannon Carter, a recent graduate from UGA's Mary Frances Early College of Education and an eighth-grade science teacher, surveyed 748 middle and high school students in the southeastern United States.
One-third of the gifted students surveyed reported feeling isolated or disconnected from their peers, with more than 250 of them enrolled in their school's gifted program. Participants were asked about their emotional engagement, relationships with teachers and peers, sense of belonging, and whether they felt any social stigma related to being labelled as gifted.
The study found that these differences in these areas were significant, with students experiencing stigma reporting weaker relationships with teachers, lower peer support, more difficulty adjusting socially, and a reduced sense of belonging. The emotional challenges some gifted students face were also recognised, with some worrying that academic success comes at the cost of emotional wellbeing or social belonging.
To address these issues, educators and schools are encouraged to adopt comprehensive and sensitive strategies focused on the whole child, not just academics. Key approaches include:
1. Addressing Stigma and Labeling: Schools should work to reduce the stigma associated with the 'gifted' label by educating both teachers and peers about the broad and diverse nature of giftedness, emphasising strengths without reinforcing negative stereotypes.
2. Professional Development for Educators: Teacher attitudes critically influence gifted students' well-being. Professional development that raises awareness of gifted students’ unique needs and promotes supportive, strength-based teacher-student relationships is essential.
3. Supporting Social and Emotional Needs Alongside Academics: Gifted students benefit from interventions that integrate social-emotional support with intellectual challenges. Recognising and addressing anxiety, social difficulties, and emotional wellbeing alongside academic achievement helps prevent underachievement and burnout.
4. Tailoring Curriculum and Opportunities: Providing challenging and interest-aligned coursework that matches students’ development and abilities fosters engagement and self-esteem. This approach signals to students that they are valued as whole individuals with diverse needs.
5. Creating Inclusive and Supportive Environments: Gifted students often feel isolated when set apart or treated differently. Schools can promote inclusion by encouraging peer connection, facilitating social skill development, and ensuring gifted programs do not create separation or alienation.
While the study did not provide information on whether students not enrolled in the gifted program also reported feelings of isolation or disconnection, or any potential solutions to address these feelings among gifted students, it underscores the importance of addressing the social and emotional challenges faced by gifted students stemming from the gifted label and associated pressures. By seeing gifted students holistically, balancing academic rigor with emotional and social support, reducing stigma, improving teacher training, and creating inclusive environments, educators and schools can effectively address these challenges.
- To ensure the holistic growth of gifted students, it's crucial for education-and-self-development strategies to include addressing stigma, tackling emotional challenges, and promoting social connections.
- Comprehensive education approaches should encompass addressing stigma, adopting professional development for educators, supporting social-emotional needs, tailoring the curriculum, and creating inclusive environments – all key elements in the education-and-self-development of gifted students.
