Tuesday, Mar 28 2023
All children exceptionally gifted have more problems to socialize at school
Original posted by annamartinez
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Scientific Articles
- Winner, E. (1997). Exceptionally high intelligence and schooling. American Psychologist, 52(10), 1070-1081. https://doi.org/10.1037/0003-066X.52.10.1070
- O’Connor. (2012). Is It Good to be Gifted? The Social Construction of the Gifted Child. Children & Society, 26(4), 293–303. https://doi.org/10.1111/j.1099-0860.2010.00341.x
Explanation of the Post
- All exceptionally gifted children feel isolated at school. Because they don’t feel underchallenged at their lessons.
- Normally, the governments don’t spend much money on the inclusion of the exceptionally gifted child on their school stage.
- Most of the exceptionally gifted children stand with bad behavior from their classmates.
- Children that have good level of music or sport are more welcomed than the exceptionally gifted child at school
- All exceptionally gifted chill have lower of self-esteem
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Also, the statement of “All exceptionally gifted children feel isolated at school. Because they don’t feel underchallenged at their lessons” is a generalization, and generalizations are often problematic because they oversimplify complex realities. Certain schools and practices, such as the Successful Educational Actions (SEAs), create an inclusive and supportive environments that caters to the needs of students with Special Educational Needs. In such settings, all children are more likely to feel understood and appreciated, reducing the sense of isolation.
Here you have some examples of these SEAs that do not only help in providing evidences about how to improve these students’ inclusion and wellbeing, but also their academic success, also in special education settings.
– https://books.google.es/books?hl=es&lr=&id=ODZpBQAAQBAJ&oi=fnd&pg=PR5&dq=successful+educational+actions+disability&ots=MX3svL6oZ7&sig=zNuJm0SRejFRnOGrog0W3xxFPgs&redir_esc=y#v=onepage&q=successful%20educational%20actions%20disability&f=false
– https://www.frontiersin.org/articles/10.3389/fpsyg.2021.662831/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=662831
– https://journals.sagepub.com/doi/full/10.1177/1077800415611690
– https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01744/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=401273
The statement “All exceptionally gifted children have lower self-esteem” just like the previous statement, this claim oversimplifies the experiences of exceptionally gifted children and ignores the diversity within this group. It is essential to consider that each individual, regardless of their exceptional abilities or disabilities, is unique and can have diverse experiences and emotions. To justify that the statement is not universally true, we need to recognize that self-esteem is a multifaceted construct that can be influenced by various factors, including individual personality traits, experiences, family support, social interactions, and more. Exceptionally gifted children can have varying levels of self-esteem depending on their unique circumstances.
In the next link you have an article that goes more in depth into this: https://www.tandfonline.com/doi/full/10.1080/08856250903450947
We can give evidence to this statement that gifted students have more difficulties when it comes to socializing in schools. In the article “Bullying and the gifted: victims, perpetrators, prevalence and effects” we can see that a research was carried out in the USA, in which gifted eighth grade students participated, as a result, it was evidenced that 67% of the participants had suffered at least one of the different types of bullying that appeared in the survey, while 11% had experienced repeated bullying. It was also evident that in eighth grade, 16% were bullies, while 29% had violent thoughts and finally it was concluded that at all levels there were both gifted bullies and bullied.
On the other hand, a national study on bullying in gifted students explored the lived experience of being bullied or being a bully. This study reflects that many gifted people were victims of bullying, suffered it in silence, and tried to understand it through their intelligence. Many subjects have the conclusion that if you are not known it contributes to not being bullied and therefore it is very important that during the first years of high school it is crucial to establish personal relationships for their well-being and to feel safe at school.
Therefore with this article we can conclude that gifted students have social skills problems, as we have seen that they develop violent attitudes or may suffer from them.
Peterson, J. S., & Ray, K. E. (2006). Bullying and the Gifted: Victims, Perpetrators, Prevalence, and Effects. Gifted Child Quarterly, 50(2), 148-168. https://www.webofscience.com/wos/alldb/full-record/WOS:000237312300006
Peterson, J. S., & Ray, K. E. (2006). Bullying Among the Gifted: The Subjective Experience. Gifted Child Quarterly, 50(3), 252-269. https://www.webofscience.com/wos/alldb/full-record/WOS:000240443000005
Regarding the previous comment in the penultimate paragraph there has been an error, finally the sentence would be: “Many subjects have the conclusion that if you are not known contributes to be harassed”.
Generally, students who have high intellectual abilities, also called gifted boys and girls, tend to have more difficulties when it comes to socializing at school. In many cases, the lack of socialization of these boys and girls is caused by harassment, bullying or teasing that occurs within the classroom by their peers. The main argument for this harassment is that because he is too intelligent, he cannot establish friendly relationships with others.
Furthermore, the negative consequences of students with high abilities affect both the personal sphere (such as feeling different from the rest, developing a perfectionist personality, socialization problems) and the academic sphere (such as developing a perfectionist attitude and creating high expectations of self).
Therefore, we can affirm that boys and girls with high abilities have more difficulty establishing social relationships both in the classroom and outside of it. On many occasions, these boys and girls are usually separated from the groups of classmates in class, which causes a distinction. Likewise, many of their classmates use their intelligence to carry out class work and are even bullied for academic purposes or for other reasons. harassment issues.
William T. Allen Jr. (2017) Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices, Roeper Review, 39:4, 269-283, DOI: 10.1080/02783193.2017.1362678
Eva Klimecká (2023) Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils, Research Papers in Education, 38:6, 902-923, DOI: 10.1080/02671522.2022.2065523