While gifted children are generally as well adjusted, if not better adjusted, than their same age peers, their intellectual precocity, sensitivity and intensity can result in some social and emotional difficulties in regular school settings, particularly for the creative and underachieving (Kroesbergen, Van Hooijdonk, Van Viersen, Middel-Lalleman & Reijnders, 2015). Research indicates that social acceptance and self-worth is slightly lower in the gifted population in years 1 and 2, when compared to non-gifted peers (Kroesbergen et al., 2015).
The Columbus group defined giftedness as asynchronous development, and focussed on the associated inner experiences and awareness that could lead to vulnerability in this population (The Columbus Group, 1991). That is, they recognised that to have the mental aptitude of an 18 year old, the emotional development of a 14 year old, and perhaps the physical maturation and chronological age of a 12 year old, resulted in frustrations that required management and support. Coupled with heightened intensity and sensitivity, these children can feel out of step with their peers (Daniels & Piechowski, 2009).
Miraca Gross, in her study of exceptionally gifted students, found that the more intellectually gifted a child, the more difficulty they experienced with friendships amongst same age peers (Gross, 1993). Gross later distinguished between the types of friendship that children look for, be that ‘play partner’, ‘sure shelter’ or something in between (Gross, 2002). Gross discovered that intellectually gifted students held conceptions of friendship that were much more mature that that of their non-gifted peers, and that the more intellectually gifted, the more rapid the progression through the levels of friendship. Exceptionally gifted children looked for friendships that would fall under the highest category, that of ‘sure shelter’, up to five years earlier than their peers; that is, they looked for friendships based on mental age, not chronological age.
A basic psychological need of all people is relatedness, not merely social interaction, but true reciprocity and connection (Reeve, 2014). While the need for intellectual stimulation is often viewed as the main reason for grouping or accelerating gifted children, the need for relatedness is also of prime importance. This is particularly true of gifted girls who appear to develop mature conceptions of friendship earlier than boys. Gross cautioned that for boys searching for this type of friendship, the potential for exclusion was greater, as it was an even more uncommon experience (Gross, 2002).
Many school personnel are reluctant to group or accelerate gifted students due to social and emotional concerns. The research outlined above indicates that the search for complex and true friendships begins in early primary school for many gifted students. When combining this research with that on underachievement – also beginning in primary school – the argument for early ability grouping is further strengthened and should be supported.
References:
Daniels, S., & Piechowski, M.M. (2009). Living with Intensity. Great Potential Press: Tucson: Arizona.
Gross, M. (1993). Exceptionally Gifted Children. Routledge: London.
Gross, M. (2002). “Play partner” or “sure shelter”: What gifted children look for in friendship. SENG Newsletter, 2(2).
Kroesbergen, E., Van Hooijdonk, M., Van Viersen, S., Middel-Lalleman, M.M.N., & Reijnders, J.J.W. (2015). The Psychological Well-Being of Early Identified Gifted Children. Gifted Child Quarterly, 60(1).
Reeve, J. (2014). Motivation and Emotion, 6th Edn. JohnWiley & Sons Inc: US
The Columbus Group Definition of Giftedness (1991). Retrieved from: http://www.gifteddevelopment.com/isad/columbus-group
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