Question by Dr. Michael Shaughnessy: Carol, first of all, what do you see as the main social and emotional needs of the gifted?
Answer by Dr. Carol McGaughey: Early in my career as a teacher of gifted elementary students, I was fortunate enough to have the opportunity to help develop a public school pull out program that served over 30 schools. This program gave me the opportunity to work with the same students from 2nd grade to 6th grade, which provided me with real insights into their unique social and emotional needs and their growth.
In trying to help determine the type of program to develop for the gifted in the district, many models were explored. Early research suggested gifted students gained socially and emotionally when grouped with peers. They need a peer group who accepts, understands, values, and challenges them; it can be lonely to be the “only.”
Although emotional traits vary, gifted children experience emotions intensely. They may analyze emotions as they occur and replay negative episodes, leading to avoidance, anxiety, resistance, or long memories for painful events, which can hinder development.
Even at a very young age, refusal to participate after a distressing experience can be mistaken for stubbornness. This may be tied to perfectionism and fear of failure; parents and teachers can scaffold students toward positive related experiences.
Gifted students need positive outcomes from their quest for information and support in their passions. With persistence they may find success in modifying their environment to suit their intellectual model.
Question: In some schools, gifted kids receive an IEP. What goals might a school consider to assist in their social and emotional development?
Answer: When gifted students were placed on IEPs, goals focused on self and relating to others. Universal goals included respecting others’ ideas and feelings, enhancing peer relations, communicating feelings and needs, acting responsibly, coping with frustrations, and participating in conflict resolution.
Some students were misidentified as emotionally disturbed because boredom led to acting out; their IEPs addressed achievement motivation, accepting challenges, and acting independently. Being with intellectual peers often aided social and emotional growth more than solitary enrichment.
Question: Do gifted boys and girls differ in their needs and if so, how?
Answer: Needs are similar but outward manifestations vary. Gifted girls often value peers and rebound from setbacks earlier; boys may experience boredom, rebellion, or withdrawal when classrooms don’t fit their needs. Boys need intellectual role models, activity-oriented teaching, and a classroom culture valuing their intense learning.
Question: Do gifted children differ in their social and emotional needs as opposed to gifted adolescents?
Answer: Complexity differs. Adolescents are more self-aware and may feel low self-concept without knowing how to change it. Younger children often need guidance to avoid offending peers; older youths need support to balance authenticity and social acceptance and to avoid masking their abilities.
Question: Now, what about the highly gifted—those with I.Q.’s above 160—how are their needs different?
Answer: Highly gifted children may struggle more to relate, showing asynchronous development. Flexible assignments, GT peer groups, enrichment, acceleration, and mentorship can help; friendship with at least one peer often produces positive growth alongside attention to emotional and social needs.
Question: What specifically have you written so that parents, teachers and counselors can learn more about helping with the social emotional needs?
Answer: Research on metacognition overlaps with social-emotional development; teaching gifted students to analyze their thinking provides tools to address social problems. Teachers should support intellectual and emotional growth, use writing as emotional release, and introduce literature that helps students define life with difference.
Question: What role do guidance counselors play in assisting with the social and emotional needs of gifted?
Answer: Counselors in elementary schools often have little interaction with gifted students unless behavior problems arise, though exceptions exist. At high school level counselors can support gifted students through course placement and college preparation; parents advocating for gifted counseling can prompt district responses.
Question: What role do parents and grandparents play in helping with social/emotional needs?
Answer: Parents play a huge role; many are surprised by young children’s abilities and invest significant time. Grandparents can provide unconditional love and a safe haven. Supportive adults, teachers, and community resources can help gifted children discover interests and reach potential despite limited home support.
I think one area that needs attention is what happens as gifted individuals become adults. Some thrive using talents and peer networks; others continue to struggle with perfectionism, anxiety, and social miscues. More research is needed, but support and peer groups remain invaluable.
