Being placed in the “gifted” category can subtly reshape how a student views themselves and their role in the world around them. For some, it creates a sense of needing to live up to an identity they didn’t choose-an identity built around being capable, driven, or even exceptional. Over time, this can make it difficult to accept personal limitations or setbacks without a sense of failure. (2)
This label can also impact how students relate to their peers. When intellectual interests or learning speeds don’t match the norm, social connections can become strained(1). Some gifted students may end up hiding their true interests just to fit in, while others withdraw, unsure where they belong. Emotional development doesn’t always keep pace with intellectual growth, which can leave them feeling out of sync-emotionally overwhelmed by concepts they understand logically, but haven’t developed the tools to emotionally process.
Moreover, when others assume that gifted students don’t struggle-because they often “get things quickly” or perform well-they may stop checking in with them altogether. This invisibility can lead to unmet emotional needs and a reluctance to ask for help, especially if the student starts believing that struggling means they’re not really gifted after all. (3)
The inner world of gifted students can also be unusually intense. Thoughts might spiral or dwell on abstract, existential questions that peers may not be concerned with yet. Without guidance, this mental intensity can tip into anxiety, emotional fatigue, or deep frustration.
1.https://www.davidsongifted.org/gifted-blog/highly-gifted-children-and-peer-relationships/
2.https://www.verywellmind.com/gifted-kid-burnout-signs-symptoms-how-to-overcome-it-8611238
