How do you dispel myths about gifted students?

1 Myth 1: Gifted students are smart in everything

One of the most pervasive myths about gifted students is that they are good at everything and do not need any help or guidance. However, this is far from the truth. Gifted students may have uneven profiles of strengths and weaknesses, and they may struggle with certain subjects, skills, or tasks. For example, a gifted student may excel in math and science, but have difficulties with writing or spelling. Or, a gifted student may have a high verbal ability, but have trouble with organization or time management. Gifted students may also have learning disabilities or other challenges that affect their performance and self-esteem. Therefore, it is important to recognize and respect the individual differences and needs of gifted students and provide them with appropriate instruction, support, and challenge.

2 Myth 2: Gifted students are self-motivated and independent

Another common myth about gifted students is that they are always eager to learn and can work on their own without any supervision or feedback. However, this is not always the case. Gifted students may lose interest or motivation in school if they are not challenged, engaged, or valued. They may also have unrealistic expectations of themselves or others, and experience frustration, anxiety, or perfectionism. Gifted students may also lack some of the skills or habits that are necessary for academic success, such as study skills, goal setting, or self-regulation. Therefore, it is important to foster a positive and supportive learning environment for gifted students and help them develop their potential, confidence, and resilience.

3 Myth 3: Gifted students are socially and emotionally mature

Another common myth about gifted students is that they are more mature and sophisticated than their age peers and do not have any social or emotional problems. However, this is also not true. Gifted students may have different social and emotional needs and issues than their peers, and they may face some unique challenges in their personal and interpersonal development. For example, gifted students may feel isolated, misunderstood, or bored by their peers, and have difficulties finding friends who share their interests and values. They may also have heightened sensitivity, intensity, or awareness of themselves and the world, and struggle with existential questions, moral dilemmas, or identity issues. Therefore, it is important to understand and empathize with the social and emotional needs and issues of gifted students and help them cope with their feelings, express their thoughts, and build their relationships.

4 Myth 4: Gifted students do not need any special services or programs

Another common myth about gifted students is that they do not need any special services or programs because they can do well in the regular classroom. However, this is also false. Gifted students need opportunities to learn at their own pace, level, and style, and to explore their interests and passions. They need to be challenged, stimulated, and enriched by the curriculum and instruction. They need to be recognized, valued, and supported by the teachers and the school. They need to be exposed to diverse perspectives, experiences, and resources. They need to be connected to other gifted students, mentors, and role models. Therefore, it is important to advocate for and provide appropriate services and programs for gifted students that meet their academic, social, and emotional needs.

5 Myth 5: Gifted students are a homogeneous group

Another common myth about gifted students is that they are a homogeneous group that share the same characteristics, abilities, and needs. However, this is also incorrect. Gifted students are a diverse group that come from different backgrounds, cultures, and experiences. They have different personalities, preferences, and passions. They have different ways of thinking, learning, and creating. They have different strengths, challenges, and goals. Therefore, it is important to celebrate and respect the diversity of gifted students and help them develop their talents, identities, and contributions.

6 Myth 6: Giftedness is fixed and innate

Another common myth about gifted students is that giftedness is a fixed and innate trait that can be measured by a single test or score. However, this is also wrong. Giftedness is a dynamic and developmental phenomenon that can be influenced by many factors, such as environment, opportunity, motivation, and effort. Giftedness can also be expressed in different domains, such as academic, artistic, athletic, or leadership. Giftedness can also be manifested in different ways, such as innovation, problem-solving, or service. Therefore, it is important to adopt a growth mindset and a multiple perspective on giftedness and help gifted students discover, nurture, and apply their gifts in various contexts.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?