Gifted and Bored: Why Advanced Programs Often Miss the Mark
Being gifted is often seen as a privilege, a ticket to success and a promising future. But what happens when gifted students are not challenged enough in school? Instead of being engaged and excited about learning, they become bored and disinterested. It’s a common problem for many advanced students, and unfortunately, many advanced programs miss the mark in addressing this issue.
The Gifted and Bored Dilemma
Gifted students are typically intellectually advanced and possess a higher level of cognitive abilities, creativity, and leadership potential compared to their peers. They have a thirst for knowledge and a passion for learning that sets them apart from the rest. However, this same thirst for knowledge can quickly turn into boredom when their educational needs are not being met.
Studies have shown that gifted students, when not challenged, may become disengaged, frustrated, and even suffer from mental health issues. As a result, they may underperform in school and struggle to reach their full potential. This is a common dilemma faced by many advanced students, and the reason behind it is often the lack of appropriate educational opportunities.
The Flaw in Advanced Programs
Advanced programs are designed for gifted students to provide them with a more challenging curriculum and a faster pace of learning. However, these programs often fail to truly cater to the needs of intellectually advanced students. They tend to fall short in the following aspects:
1. Insufficient Academic Rigor
Gifted students crave intellectual stimulation, but advanced programs often offer the same level of academic rigor as regular programs, just at a faster pace. This can leave advanced students feeling unchallenged and uninterested in their coursework.
2. Lack of Differentiation
In most advanced programs, students are expected to learn the same material at a quicker pace, without much differentiation based on their abilities and interests. This one-size-fits-all approach does not cater to the diverse needs of gifted students, leading to boredom and disengagement.
3. Limited Course Options
Advanced programs may have a limited number of courses, which can be a problem for gifted students who have a wide range of interests. They may end up taking courses that do not truly challenge them, resulting in boredom and underutilization of their potential.
The Need for Change
It’s clear that advanced programs need to change their approach to cater to the needs of advanced students. Educators need to understand that gifted students require more than just a faster pace of learning. They need a curriculum that is both challenging and engaging, with a range of opportunities to explore their interests and passions.
Teachers also need to be trained in differentiating instruction based on the needs and abilities of their students. This will ensure that gifted students are challenged and are continuously growing in their areas of strength.
The Role of Parents and Students
As a parent or a gifted student, it’s essential to advocate for change in advanced programs. Meet with the school administration and teachers to discuss the issues you are facing and suggest solutions. Enroll your child in extracurricular activities, such as competitions and advanced courses, outside of school to keep them challenged and engaged.
As a gifted student, don’t be afraid to speak up and ask for more challenging material or different opportunities. Take advantage of independent study options and create projects that align with your interests and academic goals.
Closing Thoughts
Gifted and bored should not be synonymous. Advanced programs need to revise their approach to cater to the diverse needs of gifted students. Educational institutions, teachers, parents, and students all need to work together to ensure that gifted students are continuously challenged and are reaching their full potential. With a change in the way we approach education for gifted students, we can prevent them from feeling bored and help them thrive academically and personally.
