When it comes to giftedness, there are many misconceptions. Just like any other group, gifted children face stereotypes. As a parent, it’s important to be aware of these preconceptions.
Here’s a quick explanation of what’s true and what’s false when it comes to gifted students:
True or false? A gifted child is gifted in every subject.
False.
Just because a child qualifies for a gifted program, this does not mean that they are gifted in every single subject. Almost all children have discrepancies between their verbal and non-verbal abilities, and even if their scores are strong enough to qualify in multiple areas, they will still be stronger in some areas and weaker in others.
In fact, many schools and districts across the country test students for gifted in both reading and math and can serve them in one or both areas, meaning that gifted students can get the enrichment they need no matter where their strengths lie.
True or false? Gifted students never need help with schoolwork.
False.
Struggling is part of learning: even if a gifted child learns easily, they will still struggle with new material. It’s unreasonable to expect a child, even a gifted child, to know everything or learn new concepts automatically.
In fact, struggling is not only okay, but it helps your child develop valuable perseverance skills. These skills will serve them well in their educational careers and in their professional lives down the road.
Gifted students may even need tutoring or other outside of school support, and that’s okay. Stress to your child that mistakes are part of learning and frame them as positives by using language like “wow, that was a fun mistake” or “I don’t know how to do this yet, but I’m excited to try!.”
Seeing you model a positive view of mistakes and struggles helps your child know that it’s all right to make mistakes. Keep in mind that strong gifted teachers will understand this as well, and will work with your child both on academic needs and on cultivating a growth mindset to persevere through challenging material.
True or false? Gifted students are only interested in academics.
False.
Gifted students, like all students, have a variety of interests and skills and do not want to be confined to the classroom. Forcing your child to only work on academic pursuits may have the exact opposite effect that you may hope: this could cause your child undue stress, stunt their creativity, and cause them to shut down.
Instead of pressuring your child to remain solely focused on academics, encourage them to be well rounded: join a soccer team, a drama club, a dance team, or a debate team. Give your child the space to socialize and play outside with friends. The happiest and most successful children are those that are allowed the freedom to follow their passions, both in and out of the classroom.
True or false? Gifted test scores won’t ever change.
False.
Over time, a child’s gifted test score may vary. This is particularly true if your child tests with a qualifying score in preschool or kindergarten and is not entered into a gifted enrichment program due to limited seats and/or resources.
If this happens, your child may be tested again once they are older, in third grade or later. Don’t be surprised if their score is lower. During the time between tests, your child may not have had access to the same enrichment opportunities as those who are in a gifted program.
Even if your child has access to enrichment resources, their score may fluctuate based on how the child feels that day, how much sleep they’ve gotten, and the test itself.
As a parent, it’s important to do all you can to nurture your child’s giftedness and help them feel prepared for testing, regardless of whether they’re entered into a program or not.
Gifted children are still children
As with all children, the gifted child is varied. Gifted children may excel in academics but also struggle sometimes, and they need the freedom to have interests outside of school.
Keep these myths in mind as you move forward in your child’s education, and make sure any program you select has a balanced view of gifted students.
