According to a psychologist who studies gifted children, some high-school dropouts, chronic truants, and classroom daydreamers may actually be highly intelligent children who resort to inappropriate behavior as a way to cope with the unique stresses they experience in school. Professor Fred W. Clemens of Radford University, who spoke at a conference on gifted and talented children, explained that these stresses, known as "stressors," can lead to burnout, a syndrome typically associated with adults. Burnout may manifest as excessive tiredness, difficulty concentrating, fear of school, and other psychosomatic problems. Professor Clemens emphasized that exceptionally bright or talented students can find certain classroom situations stressful, even if their average classmates do not. He explained that gifted children face continuous demands that can contribute to stress.
However, Professor Clemens noted that in many cases, the methods these children use to alleviate stress are not acceptable to school officials. For example, a study conducted in Pennsylvania found that approximately half of the children referred for special help due to their "problem behavior" actually qualified for the state’s program for gifted students. Another study in Iowa revealed that 14 percent of high-school dropouts had IQ scores above the gifted threshold of 130. Professor Clemens described several stressful situations that highly intelligent students may encounter. He highlighted poorly developed, unchallenging, and repetitive curricula as a primary stressor that may prompt children to behave inappropriately or wander around the classroom. When teachers punish these students, they may feel an additional sense of injustice.
Programs specifically designed for gifted students can also contribute to stress, as they are often disconnected from the regular curriculum. These programs are rarely integrated into the overall curriculum, making it challenging for gifted students to meet the demands of both the special activities and regular classroom work. Additionally, many regular classroom teachers perceive "gifted" work as extra work outside the normal curriculum. Consequently, a student sent to a special class may miss essential material covered in their absence, yet still be expected to know it. The pressure to excel in all areas of study also adds to the stress experienced by gifted students. Counselors, teachers, and parents often expect these students to achieve top grades in all subjects, without considering that they may not excel equally in every area.
The social and interpersonal dynamics within the school environment also contribute to burnout in bright students. Professor Clemens explained that a child demonstrating critical skills and exceptional verbal abilities may be viewed as a threat by teachers. In response, teachers may try to control nonconforming behavior through ignoring or verbally mistreating the child. Consequently, the child may gradually lose enthusiasm in actively participating in class. Additionally, highly intelligent children often struggle to find friends, particularly in small, rural schools where there may be no peers of similar intellectual ability. This issue is less severe in larger urban districts where higher concentrations of gifted students are likely to exist.
Professor Clemens highlighted that stress is an inevitable part of life. Educators working with gifted children should aim to reduce stress in challenging situations, help children develop coping mechanisms, and strive to understand and appreciate the unique talents of gifted children.
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