The 8 Gifted Gripes of Gifted Students - 3 parts

Part 1: The Eight Great Gripes of Gifted Students: Almost 40 Years Later

2024 8giftedgripes series advocacy julyJul 28, 2024

Part 1: The Eight Great Gripes of Gifted Students: Almost 40 Years Later 

In 1985, Judy Galbraith published a study titled "The Eight Great Gripes of Gifted Kids: Responding to Special Needs" in the Roeper Review. This research, based on interviews with over 400 gifted students aged 7 to 18, highlighted the unique challenges faced by gifted children. Despite the passage of nearly four decades, many of these issues remain strikingly relevant today. Understanding these gripes is crucial for educators, parents, and policymakers to better support gifted students and address their specific needs. 

We'll look at each of the eight gripes in this part of my 3 part series focusing on the 8 Gifted Gripes. In part two we'll discuss why so little has changed and the implications. In part three, we'll discuss how we can address this in our classrooms and districts.

The Eight Great Gripes: Then and Now

1. No One Explains What Being Gifted Is All About

1985: Gifted students often felt that their giftedness was a mystery, with little to no explanation provided about what it meant and how it affected them. Students were often tested, determined eligible, and placed within a gifted group.  They knew they were "gifted" because of their services, but not exactly sure what that meant. Not understanding created misconceptions about giftedness, among the students and also other educators. 

Now: This gripe persists today. Many gifted students still report a lack of understanding about their own abilities. Without proper guidance, they may feel isolated and different from their peers. According to Deborah Ruf, many gifted individuals grow up thinking something is wrong with them due to this lack of explanation.  A survey by the National Association for Gifted Children (NAGC) found that 60% of gifted students felt they did not receive adequate information about their abilities. 

2. The Stuff We Do in School Is Too Easy and It’s Boring

1985: Gifted students frequently complained about unchallenging and monotonous schoolwork. 

Now: This issue remains prevalent. Gifted students often find themselves disengaged due to a lack of appropriately challenging material. The Davidson Institute highlights that boredom can lead to underachievement and behavioral issues.  A study by the Fordham Institute revealed that 73% of teachers admitted they did not have the resources to adequately challenge gifted students and 58% of teachers admit they haven't received any professional development focused on gifted & advanced teaching practices. 

3. Parents, Teachers, and Friends Expect Us to Be Perfect

1985: The pressure to always excel was a significant stressor for gifted students. 

Now: The expectation of perfection continues to be a burden. This pressure can lead to anxiety, stress, and a fear of failure. Experts like Dr. Tracy Cross have noted that perfectionism is a common issue among gifted individuals, often resulting in mental health challenges.  

4. Kids Often Tease Us About Being Smart

1985: Gifted students were frequently teased by their peers for their intelligence. 

Now: Bullying and teasing remain significant issues. Gifted students often face social challenges and may be ostracized for their abilities. This can lead to feelings of isolation and low self-esteem.  The NAGC reports that 40% of gifted students have experienced bullying related to their intelligence.  I will note that in my small, rural district this doesn't seem to be true. I also feel with our world's increasing focus on diversity and inclusion, this particular gripe may be less intense.

5. Friends Who Really Understand Us Are Few and Far Between

1985: Finding true friends who could understand and relate to their experiences was difficult for gifted students. 

Now: Social isolation continues to be a challenge. Gifted students often struggle to find peers who share their interests and intellectual level. This can impact their social development and self-concept.  

6. We Feel Too Different and Wish People Would Accept Us for What We Are

1985: Gifted students often felt different and longed for acceptance from their peers and adults. 

Now: The feeling of being different persists, contributing to social and emotional difficulties. Acceptance and understanding from peers and educators are crucial for the well-being of gifted students.  Research by Dr. Linda Silverman shows that 70% of gifted students feel misunderstood by their peers. (Check out this article about Dr. Silverman)

7. We Feel Overwhelmed by the Number of Things We Can Do in Life

1985: The multitude of opportunities available to gifted students often left them feeling overwhelmed. 

Now: Known as "multipotentiality," this issue remains. Gifted students may struggle with decision-making and feel pressured to excel in multiple areas. This can lead to stress and burnout.  A study by the University of Connecticut found that 65% of gifted students felt overwhelmed by their potential career paths. Byrdseed.com has even more information HERE.

8. We Worry a Lot About World Problems and Feel Helpless to Do Anything About Them

1985: Gifted students were acutely aware of global issues and felt powerless to effect change. 

Now: This heightened awareness continues to be a source of anxiety. Gifted students often feel a strong sense of responsibility towards societal issues, which can be emotionally taxing.  According to a report by the NAGC, 55% of gifted students expressed significant concern about global problems. 

Reflecting on these enduring challenges, it is clear that many of the gripes identified by gifted students in 1985 are still relevant today. Addressing these issues requires a concerted effort from educators, parents, and policymakers to create an environment where gifted students can thrive both academically and emotionally. In Part 2 of this series, we will explore the impact of these gripes on gifted students' social and emotional health, their development, and their mental health. After covering the implications, we will discuss necessary interventions to support our gifted learners and ways we can address these within our classrooms and districts.

The eight great gripes of gifted kids: Responding to special needs, J. Galbraith; 1985, Education, Sociology, Roeper Review

The Eight Great Gripes of Gifted Students, byrdseed.com; referring to Judy Galbraith's study from 1985.

Part 2: The Impact of Unaddressed Gripes on Gifted Students

2024 8giftedgripes series advocacyAug 03, 2024

In our previous post, we explored the eight great gripes of gifted students identified by Judy Galbraith in 1985. These gripes include: 

1. No one explains what being gifted is all about.

2. The stuff we do in school is too easy and it’s boring.

3. Parents, teachers, and friends expect us to be perfect.

4. Kids often tease us about being smart.

5. Friends who really understand us are few and far between.

6. We feel too different and wish people would accept us for what we are.

7. We feel overwhelmed by the number of things we can do in life.

8. We worry a lot about world problems and feel helpless to do anything about them.

Addressing these issues is crucial for the well-being and development of gifted students. But why have these gripes remained largely unaddressed for nearly 40 years? 

Why Has So Little Changed?

🔴Systemic Issues in Education

One major reason these gripes persist is systemic issues within the education system. Gifted education often lacks sufficient funding and resources, and there is a widespread misconception that gifted students will thrive without additional support. This neglect leads to a lack of specialized programs and trained educators who can cater to the unique needs of gifted students. 

🔴Impact of Standardized Testing and "Teaching to the Middle"

The emphasis on standardized testing has further exacerbated the problem. Schools often focus on bringing lower-performing students up to standard, which can result in neglecting the needs of gifted students who require more challenging material. This "teaching to the middle" approach leaves gifted students bored and unengaged, as their educational needs are not adequately or appropriately met. 

Improperly Implemented Inclusion

Inclusion, when not properly implemented, can create an epidemic in pacing, widening the gap between what gifted students need and what they are provided. Dr. James J. Gallagher, a prominent expert in gifted education, has highlighted that without appropriate differentiation, inclusion can lead to a lack of challenge and support for gifted students, ultimately hindering their academic growth and engagement. 

 

The Impact on Gifted Students

🟡Social and Emotional Ramifications

Gifted students who face unaddressed gripes often experience significant social and emotional challenges. The pressure to be perfect, combined with teasing and a lack of understanding from peers, can lead to feelings of isolation, anxiety, and low self-esteem. 

The lack of appropriately challenging material can result in developmental issues for gifted students. When their intellectual needs are not met, they may become disengaged and underachieve. This underachievement can lead to a lack of motivation and a diminished sense of self-worth. 

The combination of social isolation, high expectations, and a lack of challenge can contribute to mental health concerns among gifted students. Issues such as perfectionism, impostor syndrome, and existential depression are common. A study by the American Psychological Association found that gifted students are at a higher risk for anxiety and depression compared to their non-gifted peers. Something as common as creating a low success threshold in the general ed classroom can cause gifted students to disengage when faced with actual challenges, causing them to lack grit and the ability to persevere.

In Conclusion

The persistent and wide-ranging impact of these unaddressed gripes underscores the need for systemic change in how we support gifted students. Addressing these issues is not just about enhancing academic performance; it's about ensuring the overall well-being and development of gifted learners. 

Here's the Good News!

In Part 3 of this series, we will explore actionable strategies and solutions to better support gifted students and address these enduring challenges. Stay tuned for insights on how educators, parents, and policymakers can make a meaningful difference. By addressing these gripes and implementing effective strategies, we can create a more supportive and enriching environment for gifted students. 

Part 3: Addressing the Gifted Gripes: A Call for Change in Gifted Ed

2024 8giftedgripes series advocacyAug 10, 2024

 In the first two parts of our series, we explored the eight great gripes of gifted students identified by Judy Galbraith in 1985 and examined their enduring impact. These gripes include a lack of understanding about giftedness, unchallenging schoolwork, high expectations, teasing, social isolation, feeling different, being overwhelmed by possibilities, and worrying about world problems. Despite the passage of nearly 40 years, these issues remain largely unaddressed. It's time for systemic change to better support gifted students and address these persistent challenges. 

Why has so little changed?

In the first two parts, we discussed why so little has changed in almost 4 decades.  Systemic issues such as underfunding, lack of specialized training for teachers, and misconceptions about gifted education continue to hinder progress. Gifted education often takes a backseat to other educational priorities, leading to inadequate support and resources. 

The focus on standardized testing and a "one-size-fits-all" approach to education exacerbates the problem. Schools often prioritize bringing lower-performing students up to standard, neglecting the needs of gifted students who require more challenging material.

Another is issue is improperly implemented inclusion.  This has created an epidemic in pacing, widening the gap between what gifted students need and what they are provided. Dr. James J. Gallagher has highlighted that without appropriate differentiation, inclusion can lead to a lack of challenge and support for gifted students, ultimately hindering their academic growth and engagement. Dr. Jonathan Plucker's work on excellence gaps reveals that disparities in advanced academic performance among different student groups persist due to inequities in education. These gaps highlight the need for targeted interventions to support high-ability students from diverse backgrounds. 

Here's the Good News!  We can made a difference.

I've created possible solutions for each of the 8 gripes.  This list is far from exhaustive, but can be a start to help alleviate these gripes for your students.

1.  Lack of Explanations about Giftedness: Implement programs that educate students, parents, and teachers about what it means to be gifted. Gifted Onboarding is an excellent way to do this! Yes, explain the program during eligibility meetings, but also provide resources and gifted family meetings throughout the year.  Implicitly teach about giftedness to your gifted students during small group.  Make "gifted" a regularly used word and make sure your students know how to properly describe it to others. 

2.  Unchallenging School Work: Volunteer to host in-service or PD sessions for your district that focus specifically on differentiation for gifted and talented students. Teach easy-to-implement strategies like choice boards, tiered lesson planning, and PBL lessons.  Explain how possible compacting can be in the classroom with strategies like offering the most difficult tasks first and pre-testing for volunteers to tailor learning experiences. 

3.  Overly High Expectations: Encourage a balanced approach to expectations. Promote a growth mindset and emphasize effort over perfection. Dr. Sally Reis advocates for creating supportive environments that recognize individual progress. Study Dr. Matt Zakreski's work on perfectionism and help students understand that no one knows everything. Explain fail points in engineering and how they are actually good to know.

4. Actually, 4 & 5 & 6:  Lack of Understanding by Peers & Teasing by Other Children & Lack of Acceptance: Stress the actual meaning of giftedness (#1) and strengthen self-advocacy.  Build upon the community-feel of your small group to empower your gifted learners to embrace their giftedness. 

5.  Feeling Overwhelmed by Possibilities: Provide career counseling and mentorship programs to help gifted students navigate their options. Offer opportunities for students to explore their interests in a structured manner. Allow students to analyze their performance in school projects or service projects, focusing on which parts they enjoy most.  Build on that.

6.  Worrying about World Problems: Encourage gifted students to engage in service-learning projects and community initiatives. Provide platforms for them to discuss and address global issues constructively. Make sure your small groups foster a supportive environment in which students feel free to discuss concerns like this.

 

How can other Stakeholders help?

Policymakers can enact legislation that mandates appropriate identification and support for gifted students. They can allocate funding for gifted programs and ensure that schools have the resources needed to implement effective strategies. 

School administrators can ensure policy decisions always include the perspective of gifted and talented learners.

Parents can advocate for their gifted children's needs by engaging with school personnel, seeking external opportunities, and joining parent advocacy groups. They can also educate themselves about giftedness to better support their children. 

Now what?

Addressing the gripes of gifted students requires a collective effort from educators, parents, and policymakers. By implementing targeted strategies and fostering a supportive environment, we can ensure that gifted students thrive both academically and emotionally. Supporting gifted education is not just about helping individual students; it's about fostering innovation, leadership, and societal progress. Stay tuned for more insights and actionable strategies to support gifted learners effectively. Together, we can make a meaningful difference! By addressing these gripes and implementing effective strategies, we can create a more supportive and enriching environment for gifted students. Let's work together to transform the landscape of gifted education!