social & emotional needs of a gifted student
Due to their unique brain chemistry and structure, gifted students have social and emotional needs that are specific to this population. While it would be ideal for each gifted student to have access to the school counselor whenever they need help, the reality is that school counselors are not always available to assist at the exact moment that help is needed.
Thankfully, there are many things the regular classroom teacher can do to provide the appropriate support to gifted students experiencing social and emotional difficulties
Thankfully, there are many things the regular classroom teacher can do to provide the appropriate support to gifted students experiencing social and emotional difficulties
Social Difficulties faced by gifted students
Because of their high level of intelligence, advanced vocabulary, and precocious interests, gifted students often find it difficult to find peers with whom they can connect. Gifted students' performance in the classroom can cause jealousy that leads to bullying. Classmates may taunt and tease gifted students because their social skills have developed at a slower pace than their intellectual abilities.
Regular classroom teachers have an obligation to be vigilant of any abusive behavior directed at gifted students. An effective way to combat any unwanted aggression towards the gifted students is to create an environment that welcomes diversity. Discussing the positive attributes of all students can be useful in creating a sense of pride and community in the class as a whole.
To avoid making anyone feel awkward about situations where a student not identified as gifted laments in frustration, "I can't do this. I'm not smart like Johnny," a simple classroom mantra can provide some comfort: "You are smart. You just haven't learned this yet."
Regular classroom teachers have an obligation to be vigilant of any abusive behavior directed at gifted students. An effective way to combat any unwanted aggression towards the gifted students is to create an environment that welcomes diversity. Discussing the positive attributes of all students can be useful in creating a sense of pride and community in the class as a whole.
To avoid making anyone feel awkward about situations where a student not identified as gifted laments in frustration, "I can't do this. I'm not smart like Johnny," a simple classroom mantra can provide some comfort: "You are smart. You just haven't learned this yet."
Emotional difficulties faced by
gifted students
Dabrowski’s Theory of Positive Disintegration does an excellent job of explaining the complex emotionality that accompanies giftedness. It's not clear why, but most gifted students have heightened senses and/or emotions. The gifted feel things, both real and imagined, more intensely than the rest of the population. This "overexcitablity" can lead to negative emotional consequences.
This means that gifted students are often said to "over-react" to conflict and disappointment, as well as excitement and joy. To them, their response is automatic and they can't imagine reacting any differently. Experiencing their own and others' emotions so intensely can be draining for the gifted child. Periods of extreme emotionality can cause gifted students to experience extreme anxiety.
There are also many aspect of a gifted student's life that put them at risk for depression. Social isolation can cause depression that continually worsens, because the student feels as if they have no one to talk to. Many gifted students have an advanced sense of morality. This can lead to depression, because the students connect emotionally with a certain tragedy or injustice, but don't have the necessary tools to solve this problem.
Regular classroom teachers can help their gifted students with emotional difficulties by helping students to gain some perspective when their emotions become overpowering. Many students just need to be removed from a situation and given time to calm down. Teaching students self-soothing strategies empowers them to control their own emotions. When a gifted child is facing depression, a classroom teacher can provide support and comfort, but depression is a complicated mental health issue that is best left to mental health professionals. Do not stay silent about suspicions of depression. Speak to your school counselor about a student's depressive tendencies and you may save a life full of great potential.
This means that gifted students are often said to "over-react" to conflict and disappointment, as well as excitement and joy. To them, their response is automatic and they can't imagine reacting any differently. Experiencing their own and others' emotions so intensely can be draining for the gifted child. Periods of extreme emotionality can cause gifted students to experience extreme anxiety.
There are also many aspect of a gifted student's life that put them at risk for depression. Social isolation can cause depression that continually worsens, because the student feels as if they have no one to talk to. Many gifted students have an advanced sense of morality. This can lead to depression, because the students connect emotionally with a certain tragedy or injustice, but don't have the necessary tools to solve this problem.
Regular classroom teachers can help their gifted students with emotional difficulties by helping students to gain some perspective when their emotions become overpowering. Many students just need to be removed from a situation and given time to calm down. Teaching students self-soothing strategies empowers them to control their own emotions. When a gifted child is facing depression, a classroom teacher can provide support and comfort, but depression is a complicated mental health issue that is best left to mental health professionals. Do not stay silent about suspicions of depression. Speak to your school counselor about a student's depressive tendencies and you may save a life full of great potential.
references
Exceptional Education. (April 2013). Course Sequence. In James Madison University: Exceptional Education. Retrieved April 22, 2013 from http://www.jmu.edu/coe/exed/giftedcoursesequence.shtml.
Gallagher, T. (n.d.). "Overexcitablities" Used to Predict Giftedness. In Born to Explore! The Other Side of ADD. Retrieved April 18, 2013 from http://borntoexplore.org/overexcite.htm.
Mendaglio, S. (Fall 2002). 15(2) 14-22. Dabrowski’s Theory of Positive Disintegration: Some implications for teachers of gifted students. In Association of Gifted and Talented Education. Retrieved April 5, 2013 from http://www.sengifted.org/archives/articles/dabrowskis-theory-of-positive-disintegration-some-implications-for-teachers-of-gifted-students
Gallagher, T. (n.d.). "Overexcitablities" Used to Predict Giftedness. In Born to Explore! The Other Side of ADD. Retrieved April 18, 2013 from http://borntoexplore.org/overexcite.htm.
Mendaglio, S. (Fall 2002). 15(2) 14-22. Dabrowski’s Theory of Positive Disintegration: Some implications for teachers of gifted students. In Association of Gifted and Talented Education. Retrieved April 5, 2013 from http://www.sengifted.org/archives/articles/dabrowskis-theory-of-positive-disintegration-some-implications-for-teachers-of-gifted-students