Supporting and motivating gifted children in school

Motivating and nurturing trust in gifted children at school is crucial to their well-being and growth. Often, children with high abilities face boredom, frustration, or even rebellion in traditional school settings because their needs are not being fully met. A child once imagined having a personalized learning plan where each student could learn at their own pace with the teacher helping everyone, whether they were quick learners or needed more time. This highlights how important it is for these children to feel that their unique abilities are recognized and supported.

Schools play a fundamental role in this process. They must work hand in hand with families to ensure that the child receives the support they need. The school cannot be seen as the enemy; instead, it must be a partner in the child’s journey. A phrase that resonates well here is, “The school is the child’s second home, but the first school is their home.” The collaboration between family and school should aim for the common goal of the child’s well-being and complete education.

Often, gifted children are asked to follow repetitive tasks, like writing pages of notes for a test they already know by heart. This can lead to unnecessary frustration. If a child already knows the material, perhaps they should be encouraged to explore further or investigate a related topic more profoundly. These students need to feel that their time at school is not wasted, but rather used to grow and learn.

There is also the issue of making these children “blend in” too much. They might feel they need to hide their abilities so as not to stand out or be seen as different. However, it is crucial to allow them to express their knowledge and curiosity openly. We should not ask gifted children to limit their abilities or creativity, we shouldn’t ask them to suppress their talents. They deserve the chance to fully develop their abilities while also learning how to share and help others in their learning process.

For gifted children, school should be a place where they learn not only academics but also how to coexist and adapt without losing their uniqueness. They need to understand that while they might have to “go with the flow” sometimes, it doesn’t mean they should hide who they are. They should be encouraged to show kindness, to share their abilities without overwhelming others, and to strike a balance between pursuing their interests and participating in the group.

A critical aspect is building a trusting relationship between the teacher and the student. When a teacher trusts a gifted child, allowing them to present a project to the class or explore a topic in more depth, it sends a powerful message: “I believe in you.” This trust can be incredibly motivating, helping the child to feel valued and giving them the confidence to take on new challenges. Motivation in school should come from this kind of encouragement—recognizing the child’s abilities and giving them opportunities to grow at their own pace.

It’s also important to create an environment that motivates all students, not just those with high abilities. Encouraging critical thinking, participation, autonomy, and responsibility benefits every child in the classroom. Many of the methods that work well for gifted students—like connecting theoretical concepts to real-life situations—can actually enrich the learning experience for everyone.

Ultimately, motivating gifted children and making them feel confident at school involves seeing them as individuals, recognizing their unique needs, and working collaboratively between families and schools. It’s about finding that balance between limits and affection, structure and freedom, so that each child can thrive.