Talented learners are frequently assigned to distinct classrooms with varying expectations. Although some navigate school experiences just like their peers, a recent research from the University of Georgia revealed that certain talented students encounter challenges their classmates do not.

Approximately one in three talented learners indicated difficulty in connecting with others and felt a lack of belonging according to the new research. Some experienced feelings of isolation due to their designation as gifted, while others thought educators and peers treated them differently on account of their talents.

“It was unexpected that only about one-third of the talented students mentioned experiencing some form of stigma associated with their giftedness,” remarked lead author Shannon Carter, a recent alumnus of UGA’s Mary Frances Early College of Education and a science teacher for eighth grade. “I genuinely believed that number would be higher.

“We had anticipated that more students might indicate facing challenges, but it was reassuring to learn that the majority were similar to their non-gifted counterparts.”

Being ‘gifted’ may entail elevated expectations, increased workload

The researchers examined 748 middle and high school learners from a large educational district in the southeastern U.S. for the research. Over 250 were enrolled in their school’s gifted program.

Both talented and non-talented students reported comparable school experiences, including social interactions with peers and engagement in their work.

Regrettably, this was not always true.

“For any learner, we need to regard them as a complete individual.” —Shannon Carter, College of Education

Students recognized as gifted commonly excel in their classes and gain access to distinctive opportunities and increased autonomy. Yet, with those advantages frequently come enhanced expectations.

“Parents have told me, ‘I don’t want my child tested because I don’t want them challenged. I don’t want them to feel pressure,” Carter shared. “For some students, there’s a sense that ‘If I’m in these classes, I must excel.’”

This mentality can be daunting for youngsters, Carter noted, as they might fear facing more rigorous work and harsher evaluations of their assignments. These worries can be prevalent, but with appropriate support, many students flourish in gifted programs.

Emotional and social needs must be prioritized by educators

Struggles with mental well-being or socialization are not unique to gifted learners.

In 2021, around 42% of students reported feelings of sadness or hopelessness, as per the Centers for Disease Control and Prevention. One in three indicated experiencing poor mental health.

Although not all talented students feel stigmatized and not every student faces mental health difficulties, educators should receive training on how to respond if problems arise, the researchers emphasized.

“For any learner, we need to view them as a complete individual,” Carter stated. “If we’re only addressing their academic needs while neglecting social and emotional aspects, we may be failing our students.”

The research was published in Psychology in the Schools and co-authored by Ayse Hilal Avci and Sakhavat Mammadov.

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