Certainly many students throughout history have experienced occasional boredom in school. However, recent reforms designed to “level the playing field” for all children and put more attention toward helping slower learners have left gifted children with too little to learn and do all day long. Even more dismaying, children of other ability levels — not just gifted students — frequently have their learning needs unmet under this system as well. Experienced teachers know that an excellent way to manage children’s behavior in the classroom is with instruction and assignments that grab and maintain the students’ interest. When schools fail to provide a time and place for children to continue their natural love of learning, the school itself becomes a source of problems.
Why are so many bright children bored in school? Gifted children have long attention spans, and the length of the span increases with the level of giftedness. Average elementary grade children have attention spans of 15–20 minutes, and teachers keep lessons to that length for this reason. This is also the reason that children’s television programs move quickly from one topic to another. But for gifted children, 15–20 minutes on a subject is completely wrong, irritating, and even disrespectful; gifted children want to learn more before moving on. It is not surprising that children who are eager, absorbed learners at home quickly lose their enthusiasm for school in the primary grades. There have not been any extensive changes for gifted children across the country, especially not in most public schools. And there are gifted children from all backgrounds. Too many of them continue to be left behind.
Here are some examples from parents about their gifted children in the early years of school.
Stephen Williams — We expected that a respected private school would provide a good, challenging educational experience. We were disappointed, as Stephen’s knowledge was more advanced than other children in his class — he learned new concepts faster.
Phil Burns — In first grade, the reading teacher insisted that the children use their pointer finger to follow along in their own books. The class slowly and laboriously enunciated each word as they read aloud together. Phil (who read at a fifth-grade level) was clearly bored. He quickly flipped through the pages to count how many there were, turned to the correct page and read silently, and then searched for other things to do to keep his mind occupied. Each time the class turned to a new page, he read quickly and then lost interest. Because of this, the school told us that something was wrong with Phil and that he might have an emotional disorder. He was graded and judged completely on his behavior and compliance (or lack of compliance).
Author note: Teachers must consider whether they are expecting compliance and attention under circumstances that are completely wrong for the child. Adults in authority in this case needed to respond to Phil’s needs, place him in classrooms where he could learn new material, and show him that his needs and interests mattered.
Charles Engquist — One day, I was walking home with the kids from the kindergarten bus. I asked them, “What did you learn today?” They started laughing and said, “Mom, this is school,” in a tone that told me that they thought my question absurd. It was clear that they had no association of school with learning. It was just for play for 2½ hours a day.
Abilities Surpass Maturity
Closely related to the issue of boredom is the question of the child’s maturity and ability to pay attention in class. It’s not surprising that a five- or six-year-old who enjoys reading chapter books doesn’t want to pay attention to learning letter sounds. It should not be shocking that children who are advanced in their mathematical reasoning don’t want to join a small group learning to count by twos with poker chips. Intellectually advanced children who have become frustrated with the classroom’s daily expectations may show their aggravation in age-normal ways like crying or acting out. This is a natural reaction in children who find their environment boring or intolerable.
Also look at the concept of Asynchronous Development. Although not originally created by Linda Silverman, she has written extensively about it. See Notes at the end of the post.
It is difficult for gifted children to demonstrate their advanced abilities while slogging through regular classroom activities. How can a gifted child demonstrate special aptitude during a simple counting exercise? Instead, the child is likely to lose interest and either act out or stop paying attention. Rather than thinking that the child is especially capable and should be accelerated, teachers and administrators see the lack of attention as stemming from a short attention span, and they interpret this as a sign of immaturity. They work on forcing the child to comply with grade-level expectations instead of providing more appropriate accelerated instruction.
Far too many adults attribute a young child’s poor reaction to school to immaturity. The reality is that a five- or six-year-old child is always immature, and this makes it difficult for the child to figure out how to cope with what isn’t working for him or her. Such a child is not less mature than a same-age child for whom no big adjustment is required. Any child who is in a grossly inappropriate setting will react badly.
Blake Hauge — In first grade, the school told us to have Blake assessed for ADHD. He tended to lose interest in school-related tasks like counting and learning words he already knew, and he was reported to flit about his classroom. They thought that he needed more time to mature rather than advance through the lessons more rapidly.
Author note: Some gifted children are suspected of having learning disorders like ADHD or ADD, when in reality, these children are simply in an environment that doesn’t keep them engaged. Bright youngsters quickly learn to tune out what they’ve heard before and then are caught not paying attention. A book titled Misdiagnosis and Dual Diagnoses of Gifted Children and Adults (Webb, Amend, Webb, Goerss, & Olenchak, 2005) explains how sometimes children are diagnosed as ADD, ADHD, or another disorder when in fact the problem is a poor fit with the educational environment and subsequent frustration.
Brennan Ahlers — Because he loved talking with adults and didn’t mix well with most of his classmates, Brennan preferred to sit with an adult at lunch. He chose teachers, the assistant principal, a specialist teacher, or any parent who happened to be visiting. The school counselor decided that because he didn’t look for other kids to sit with, he was socially immature, and she implemented a “behavior modification” plan for him without my knowledge. Each day, he had a sheet that stated that his goal was to sit at a table with other children and no adults. Because he was a compliant child, he did this.
Author note: Bright children are often accused of being immature when they don’t want to interact with other children. Children who are interested in topics that are several years beyond their own age group rarely find classmates who are interested in the same things. It is common for children like this to prefer talking with adults instead. School personnel, however, often see this as a sign that the child is socially immature. However, if these children are provided the opportunity to spend time with others their age who share their intellectual level and some of their interests, they typically prefer their company to that of adults.
Rick Arnesen — Because Rick had a summer birthday and was small for his age, the school tried to talk us out of sending him to kindergarten at age five. They said that he was distractible and immature. Rick was not distractible at home or any time when he actually got to learn and do things.
Helpful links for the parents of highly to profoundly gifted students:
Silverman, Linda Kreger. “The Construct of Asynchronous Development.” Peabody Journal of Education 72, no. 3/4 (1997): 36–58. http://www.jstor.org/stable/1493035.
Abstract
The construct of giftedness as asynchrony has a strong theoretical foundation in the works of Hollingworth, Terrassier, Dabrowski, and Vygotsky. It is a child-centered perspective that can guide parenting, teaching, and counseling of gifted children. Asynchrony comprises uneven development, complexity, intensity, heightened awareness, risk of social alienation, and vulnerability. It is not a source of envy any more than its mirror image, retardation. When giftedness is equated with potential for success in adult life, it engenders backlash from those who believe that they are denied equal opportunity in the competition for fame and fortune. Asynchrony is not a competitive concept: More asynchrony is not better. Giftedness as asynchrony offers both an understanding of the inner experience of gifted individuals throughout the life span and a sound framework for responding to the developmental differences of this group.
https://www.davidsongifted.org/resource-library/gifted-resources-guides/
https://www.davidsongifted.org/
Additionally, almost every state has a gifted children state:
nagc.org › page › gifted-by-stateNAGC State Affiliates — National Association for Gifted Children
These independent organizations provide a vital connection to one another, and NAGC, as they work to advocate on behalf of gifted and talented children across the nation! A list of current affiliate organizations, as well as general information for state education agencies can be found below.
www.davidsongifted.org › gifted-organizations-listGifted Organizations List — Davidson Institute as of Jan 21, 2022 · Here is a list of some of the gifted organizations and resource support options to know about if you’re just starting out. National Association of Gifted Children (NAGC) is dedicated to supporting “those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research.
gifted.uconn.edu › stategtU.S. State Gifted Associations | Renzulli Center for …
Regional Associations and Other Organizations for Gifted and Talented Learners, Their Parents, and Educators . National Association for Gifted Children (NAGC) 1707 L. Street, NW, Suite 550 Washington, DC 20036 Phone: (202) 785–4268 Website:
http://www.nagc.org
Do your own internet search for more ideas and resources that might fit you and your children.
Books by Deborah Ruf, PhD
5 Levels of Gifted: School Issues and Educational Options in 2009. This is the original 5 Levels of Gifted book for parents and educators. Moderately Gifted, Highly Gifted, Exceptionally Gifted, and Profoundly Gifted children are the subjects of this book (78 of them) and their early milestones, behaviors, and parent journeys through how to raise and educate these children is a must-read. Parents who read this book can estimate their own children’s eventual IQs surprisingly accurately by the time they are age three to about six years old, before it is effective — or reliable — to have them professionally tested.
Here are links to the 5 Levels of Gifted book on Barnes & Noble: https://www.barnesandnoble.com/w/5-levels-of-gifted-deborah-ruf/1126358834 and Amazon: https://www.amazon.com/Levels-Gifted-School-Educational-Options/dp/0910707987 or directly from the publisher: https://www.giftedunlimitedllc.com/store/p12/5_Levels_of_Gifted.html
Keys to Successfully Parenting the Gifted Child (2023). Need answers fast on what to do now? This is a short book — 80 pages including pictures — that is a great starter for parents just wanting some answers … fast! The content was originally from a PowerPoint I created for the parents of gifted children presentations around the country. The contents zero in on some of the most important things about raising gifted children that parents want to know. On Amazon, Keys to Successfully Parenting Gifted Children (2022, 2023) Print and ebook. The Nook version is also now on B&N.
The Five Levels of Gifted Children Grown Up: What They Tell Us (2023). This is a 20-year longitudinal study follow-up about the original gifted child subjects in 5 Levels of Gifted: School Issues and Educational Options (2005, 2009). In it, Dr. Ruf covers every conceivable topic to ask the 60 of the original study group of 78. She also shows readers how it is that people of the same original promise to succeed have vastly different outcomes. https://www.amazon.com/Levels-Gifted-Children-Grown-Up/dp/B0C9SHFRLH or https://www.barnesandnoble.com/w/the-5-levels-of-gifted-children-grown-up-phd-deborah-l-ruf/1143719859?ean=9798988323709.
Losing Our Minds: Too Many Gifted Children Left Behind (Oct. 2024). This is the first book in a Trilogy meant especially for educators, parents, adult gifted, and therapists. Questions for discussion are at the end of every chapter. The book provides a detailed analysis of the different levels of giftedness, the concept of “good fit” in educational settings, and the impact of various school environments on gifted children. It also includes personal stories and experiences of gifted children and adults, highlighting the challenges they face in finding appropriate educational and social environments. Available now on both Amazon and B&N. It is not the old purple book from 2005. Also, the Kindle and Nook versions are formatted so readers can click back and forth easily and find their place again. Follow this link: https://www.amazon.com/dp/B0DL3BSC9X or this link: https://www.barnesandnoble.com/w/losing-our-minds-deborah-ruf/1146410968?ean=2940185888872
Environmental, Familial, and Personal Factors That Affect the Self-Actualization of Highly Gifted Adults: Case Studies (D. Ruf, 1998) doctoral dissertation. Free PDF https://dabrowskicenter.org/ruf
Dr. Ruf is available for consultations, guidance, virtual speaking, interviews and podcasts. Get more information or book through this link: