Talk to Gifted Kids About Social-Emotional "Issues"

A student is asked to create a bookmark that contains higher-order thinking questions. After struggling to create the “perfect” question, she runs out of time and completes only half the assignment.  The session ends with the girl in tears, upset over her perceived failure.

On the same day, another student, faced with finding common themes between texts, shuts down with frustration. Rather than cry, he simply refuses to talk or continue the assignment.

Just another day in Gifted World.

Despite some misconceptions, gifted students are far from perfect (who is, right?) and often struggle with social and emotional issues.  Each day, they may battle perfectionism, heightened sensitivity, and other challenges.

That’s why I believe it is important for teachers to talk openly with gifted students about these topics. Don’t be afraid to confront them about their intense drive to succeed, their self-induced (or often parent-induced) perfectionism, or their dominating personality, which other students may consider “bossy.”  Bring up the subjects during roundtable discussions, during individual conferences, and if possible, work these topics into weekly lessons.

Just recently, I shared an article with my students about being whether being a “nerd” or “geek” was a negative or positive thing.  We read the article and talked about how some students might react to classmates, who enjoyed technology, Star Wars, other subjects that are often tied to the word “geek.” We talked about the need to be yourself but to also be aware of the image you are projecting. We also talked about how some so-called “geeks” like Bill Gates and Mark Zuckerberg have inherited the earth.

While I don’t believe there are simple answers to these discussions, placing attention on these issues help students become aware of their own strengths and areas for improvement, their own needs, and their place in the world. Although these items may not appear on any standardized test, they are critically important to the healthy development of the gifted child.

For that reason, I’d like to list some creative ways to work these social-emotional discussions into your teaching.

1. Share articles about perfectionism and other topics with students. Read them together.  Visit sengifted.org for a vast library of resources.

2. Send home articles and resources about social-emotional development of the gifted to parents. Ask them to read them and share with their children.

3. Work these topics into daily lessons. For example, during a reading lesson, select an age-appropriate article about perfectionism or peer relations.

4. Involve your school’s psychologist and/or guidance counselor.  If students show signs of intense perfectionism, for instance, speak to the child’s parents about scheduling a regular counseling session at school.

These are just a few suggestions, but the important take away from this blog is that teachers working with the gifted should not be afraid to discuss these types of issues or believe they are the job of someone else. Taking a little time to discuss the social-emotional aspect could help students “remove the brakes” so to speak on challenges that may be inhibiting their academic progress and the development of talents inside and outside the classroom.

Thanks for reading,

Steve