8 Myths About Gifted Students Debunked

The concept of “giftedness” tends to be misunderstood. This lack of understanding eventually shapes policies, classroom practices, and even how society perceives intelligence. Unfortunately, it hurts the students in the end, leading to them being overlooked, underserved, or held to unrealistic standards.

We can do our part in debunking these myths in a few ways. Just by reading this blog, you’re becoming part of the conversation.

In this blog, we start by recognizing the top 8 most common myths about gifted students. From there, we discuss how these biases arise, giving us the power to challenge them. Then, we highlight some strategies that can help gifted individuals get the support they need.

8 Common Myths About Gifted Students

Gifted learners are as diverse as any other group—yet misconceptions persist. Let’s set the record straight by analyzing these eight common myths.

1. All Children are Gifted
2. Giftedness is Defined Solely by IQ
3. Gifted Students Excel in All Subjects
4. A Child With a Disability Can’t Be Gifted
5. A Student Receiving Bad Grades Can’t Be Gifted
6. Gifted Students Are Always Well-Behaved
7. Intellectual, Social, & Emotional Development Occurs Simultaneously
8. Gifted Students Don’t Need Extra Support

Myth 1: All Children Are Gifted

Of course, every child offers their own strengths, talents, and perspective on life. But calling all children “gifted” muddies the waters. Giftedness is a specific educational need — not just being bright or talented — and recognizing it is the first step to providing the right support. When we treat it like a catch-all term, the students who need specialized instruction and resources can get left behind.

Dr. Robert A. Schultz, Ph.D., speaks to this misconception in an interview-turned-blog, “Disproving Myths About Gifted Students”. He specifically finds people use this phrase as a setup for a dismissive excuse. For instance, someone might say, “Everyone is gifted in some way… so there is no need for special programming.” This generalized thinking shrugs off the unique challenges gifted students face, including boredom, underachievement, and social isolation.

Myth 2: Giftedness is Defined Solely by IQ

While IQ tests can measure certain cognitive strengths, they don’t capture the full spectrum of abilities gifted learners possess. Giftedness should be seen as multidimensional. 

Below are common characteristics of these individuals, all of which aren’t identified with standardized tests: 

• Ability to learn and process information rapidly
• The need for constant mental stimulation
• Heightened curiosity and the drive to pursue topics in great depth
• Emotional intensity from a young age
• A great sense of self-awareness
• High levels of frustration when faced with mundane processes or when not meeting expectations

By focusing solely on IQ, we miss opportunities to nurture other skills that can help gifted students thrive in different areas of life, from leadership to building meaningful relationships.

Myth 3: Gifted Students Excel in All Subjects

This myth about gifted students leads to unrealistic expectations and unnecessary pressure. More than that, it oversimplifies their capabilities. While they may show exceptional talent in some subjects, gifted learners don’t always excel universally. An individual may be great at writing, but struggle with math or vice versa. 

Once we realize gifted individuals’ abilities vary across subjects, just like any other student, we can help them find special support and encourage them in topics where they aren’t as naturally adept.

Myth 4: A Child With a Disability Can’t Be Gifted

Giftedness and disability can coexist — in fact, they often do. Students who are gifted and have one or more learning disabilities (ADHD, autism, or dyslexia) are called “twice exceptional” or “2e”. These individuals might be difficult to pinpoint since their gifts and disabilities might mask each other, but they definitely exist. 

This myth leads to twice-exceptional students receiving fewer resources and, thus, having a tougher time in school and personal growth. Recognizing both their giftedness and disability is crucial to providing the right support and educational approaches.

For more information about twice-exceptional students, prominent traits, and the best ways to support them, please read more about twice-exceptional definitions, characteristics and identification.

Myth 5: A Student Receiving Bad Grades Can’t Be Gifted

Grades don’t define anyone’s potential, including gifted students. A person may be incredibly gifted and still struggle with grades due to a variety of reasons, such as lack of interest in the subject and anxiety. 

We mentioned boredom earlier, which can transform into underachievement. This means there’s a discrepancy between a student’s demonstrated potential and their actual academic performance. 

To better understand how underachievement manifests, here are a couple of examples:  

• If a student isn’t in the right learning environment, they may not be intellectually stimulated enough and disengage altogether. 
• It’s common for gifted students to feel pressure to serve as “a good example” for the class. They may do poorly on purpose to fit in socially.

If you notice a gifted student is suddenly not doing well in a topic they were previously excelling in or that they seem disinterested in class, don’t give into this myth. Reach out to them and see how you can help them get back on track.

Myth 6: Gifted Students Are Always Well-Behaved

The myth about gifted students always being on their best behavior creates unfair expectations. They’re human, too, meaning they are not immune to having a bad day or displaying behavioral challenges. 

Gifted individuals have unique personalities and temperaments, and some may struggle with emotional regulation. Their heightened sensitivity, emotional intensity, or tendency to question authority can sometimes be misunderstood as misbehavior. Keep in mind that gifted students may express themselves differently, but that opens a door of opportunity for us to support them with social and emotional resources.

Myth 7: Intellectual, Social, & Emotional Development Occurs Simultaneously

Intellectual, social, and emotional development don’t always happen at the same pace for gifted students. While their intellectual abilities may develop quickly, their emotional and/or social maturity may lag if they aren’t able to actively work on these skills. This is called “asynchronous development”.

The first step toward evening out a gifted child’s development is recognition. From there, parents and educators can help by focusing on the student’s strengths while providing opportunities for emotional and social growth. For instance, if a gifted child excels in academics, but faces challenges in emotional regulation, a handy exercise might be pairing advanced reading with journaling, so they can process emotions and build empathy.

Additionally, gifted students placed in an appropriate learning environment and who have access to like-minded peers are able to work on all three of these sectors more evenly.

Myth 8: Gifted Students Don’t Need Extra Support

Our final myth about gifted students stems from the idea that they are self-sufficient and “smart enough to figure it out” on their own. These individuals need support, similar to anyone else, though they may not show it in traditional ways. If they don’t receive additional help, it’s likely that they’ll self-isolate, underachieve at school, or have emotional difficulty. 

Providing enrichment opportunities, emotional guidance, and opportunities to dive deeper into their interests is essential for their holistic growth.

How Do These Myths About Gifted Students Arise?

Myths about gifted students often stem from a mix of good intentions, misunderstandings, and oversimplified ideas about intelligence. Because gifted learners can excel in certain areas, it’s easy to assume they don’t need extra support when, in reality, their needs are just as complex as any other student’s.

These myths also arise from a lack of specialized training in gifted education. After all, you don’t know what you don’t know. At Davidson Academy, our staff is well-versed in working with individuals in the community. They possess professional qualifications and sincere warmth, and are dedicated to teaching gifted learners.

By understanding where these misconceptions come from, we can advocate for better support.

Strategies for Supporting Gifted Students

To effectively support gifted students, it’s crucial to approach them with strategies that address both their academic and emotional needs. 

Here are three ways you can ensure gifted students feel heard and supported:

• Advocate for proper identification. This is the first step in helping a gifted child. Identification goes beyond basic test scores and takes advanced thinking, creativity, and problem-solving into account. Teachers and school counselors are great resources to learn more about evaluation options.
• Recognize individuality. This helps you tailor learning experiences that nurture their curiosity while addressing areas where they need additional help. Personalized strategies — like accelerated coursework or independent study — keep gifted students engaged at school.
• Encourage emotional and social well-being. Environments with a well-rounded, all-encompassing approach to development help students realize they’re more than a grade. Create a space where they can build resilience, develop self-awareness, and connect with like-minded peers.

These strategies empower individuals and help dispel myths about gifted students by highlighting the need for personalized support and the importance of holistic development. When we embrace these methods, we challenge misconceptions and create an environment where gifted learners have access to the tools they need.

We Can Fight These Misconceptions

Don’t let these myths about gifted students fool you. Many gifted programs are not one-size-fits-all, and every student is different. By focusing on that, we can better support gifted individuals and guide them to success.