Some gifted students become severely depressed. This lack of challenge leads to frustration, underachievement, and even failure.
#Gifted student how to#
In Genius Denied, the Davidsons describe the “quiet crisis” in education: gifted students spending their days in classrooms learning little beyond how to cope with boredom as they “relearn” material they’ve already mastered years before. While some gifted students can function happily and effectively in regular education classrooms, it is doubtful that such an environment would be appropriate for most profoundly gifted students. For profoundly gifted students, the roots of underachievement can step from a variety of factors, including improper learning environments and social/emotional challenges. Once behaviors that are characteristic of underachievement are revealed, it is up to parents and teachers to discover underlying causes, which can be numerous and compounding. Why do gifted students underachieve? Identifying causes can be very difficult, not only due to problems with identifying such students themselves in the first place, but also due to these students’ ability to effectively hide their shortcomings. Causes of Underachievement in Gifted Students These students-who may now be challenged and forced to work hard in school, employing study skills or even discovering holes in their knowledge-are then at risk of becoming disillusioned with their own intellect, which can cause poor self-esteem, anxiety, and academic underachievement. In some cases, underachievement among profoundly gifted students does not reveal itself until students are finally in an environment in which they are being appropriately challenged. As a result, some profoundly gifted students end up being bored in school, even in classes that are designed to be challenging.īoredom often transforms into underachievement, social isolation, and an overall disinterest in academics. However, even among a setting that delivers an appropriately challenging curriculum for most students, there may be some whose intellectual needs cannot be met. One of the major challenges in educating these students is determining how to group them together into a setting that appropriately delivers them a challenging curriculum. These students score at least three standard deviations above the norm on the bell curve, so they are at the extreme end of the intelligence, or IQ, continuum. Profoundly gifted individuals score in the 99.9th percentile on IQ tests and have an exceptionally high level of intellectual prowess. Underachievement is an issue that can be especially impactful among gifted students, particularly those who are profoundly gifted.
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