If you’ve ever thought, “My child is smart, but not doing well in school,” you’re not alone.
When parents start asking why gifted students struggle in school, the answer often starts with the environment: Traditional schools are rarely developed with gifted individuals in mind. They are often grouped by age rather than ability, and pacing usually does not align with their knowledge.
In this blog, we walk parents like you through a few of the main reasons gifted students struggle in school. There will also be tips for collaborating with your child’s teacher to better support them.
“Gifted but Struggling” Is More Common Than You Think
While there are plenty of myths about gifted students, one of the most damaging is the idea that struggling in school means a child is not gifted. This belief comes from the false idea that giftedness equals automatic success.
Many parents of gifted children find themselves asking, “Why does my child seem bored or frustrated in class? Shouldn’t they excel?” These questions are more common than you might realize, and they don’t mean something’s wrong with your child.
In fact, they point to something missing in the environment around them and begin to answer the bigger question of why gifted students struggle in school in the first place. Sometimes the missing piece is curriculum — other times it’s social, emotional, or behavioral challenges.
When it comes to the academic definition, “gifted” typically refers to students who show advanced ability in one or more areas. But how giftedness is labeled and identified can vary between school districts, resulting in inconsistent services and support.
A Lack of Appropriate Academic Challenge Can Lead to Disengagement
When the curriculum doesn’t match a student’s abilities, frustration is inevitable. For gifted learners, that frustration stems from being under-challenged, not overwhelmed.
Standard classroom material is usually not designed with advanced thinkers in mind. A gifted learner might grasp a concept after one example, while the rest of the class needs more time and practice. Without access to appropriately challenging work, the gifted student can become disengaged.
Symptoms of Disengagement
Every student is different, and so are their behaviors. Here are a few ways disengagement manifests:
- Appearing bored
- Acting out, such as talking during lessons or pushing back against their teacher
- Doing just enough to get by
- Developing poor study habits
- Mentally “checking out” altogether
If your child’s teacher is not practicing differentiation strategies — which refers to meeting an individual where they are with assignments tailored to their abilities — there is likely a gap in what they are learning at school. A tiered math lesson or literature circle with more advanced material could go a long way in intellectually stimulating a gifted learner.
After all, gifted students aren’t asking for more work — they seek meaningful work. Learn more about what a solid curriculum for gifted learners looks like.
The Limit of GATE Programs
Many parents breathe a sigh of relief when their child qualifies for a Gifted and Talented Education (GATE) program; it feels like their child’s needs will finally be met. GATE can be a great starting point, but it’s not always the comprehensive support families hope for.
GATE varies widely from school to school, though they are frequently meant to be a one-size-fits-all solution. And, for many gifted students, it does not provide the level of rigor they require.
Consider these common classroom scenarios:
- A student is pulled out once a week for a fun project, but the rest of their time at school is spent reviewing material they already know.
- Activities feel more like enrichment than true acceleration.
- A GATE group includes students with a wide range of abilities, meaning pacing still might not fit the profoundly gifted.
These types of programs may leave students feeling unmotivated, especially when they are eager to go further.
That is why ability grouping makes such a huge difference. This is the practice of grouping gifted students with peers who share similar abilities and learning speeds, so they feel seen and appropriately challenged.
Twice-Exceptionality Is Often Overlooked
A twice-exceptional (2e) student is both gifted and has a learning disability, like ADHD, dyslexia, or autism, that affects how they process information.
Because their strengths and challenges can mask each other, 2e students are frequently misunderstood or entirely overlooked in schools that don’t have systems in place to recognize them.
2e students may be seen as inconsistent, disorganized, or even lazy. What’s really going on is that these individuals struggle with executive functioning skills, such as maintaining attention or remembering things. Others might experience sensory sensitivities or emotional intensity.
In a classroom, it might look like this:
- A student who is energetic during class discussions, but turns in incomplete assignments with barely legible handwriting.
- A student who can explain complex concepts clearly, but gets in trouble for fidgeting or not following multi-step instructions.
With the right support, 2e students can thrive. But first, they have to be recognized for who they are: complex learners with incredible potential.
How Parents Can Work With Teachers to Help Gifted Children
Luckily, you do not have to support your gifted or 2e student alone — it is a team effort! When parents and teachers work together, the child/student benefits much more.
Here are a few immediate things you can do:
- Request curriculum acceleration (i.e., moving ahead in a subject) if your child has already mastered the content being taught.
- If you have a 2e child, explore 504 or IEP plans to help address learning challenges without blocking them from advanced work.
- Advocate for regular check-ins with teachers and school staff, so your child is not flying under the radar or getting stuck without support.
- Encourage open dialogue with your child, making sure they feel comfortable coming to you when they need extra help.
At Davidson Academy, we start a student’s academic journey with a Prospective Learning Plan (PLP) that’s shaped by educators, families, and the students themselves. These plans evolve over time, making space for new interests and ongoing growth.
If you want more resources and ideas for how to advocate for your child in school, check out Davidson Institute’s Guiding Gifted.
Recognizing the Hidden Struggles of Gifted Learners
Gifted learners may need more challenge, more flexibility, or more emotional support than a standard classroom can provide. Without that, they may appear unmotivated, anxious, or even disruptive. Unmet needs is the real answer to why do gifted students struggle in school.
Two gentle reminders:
- Just because a child is smart does not mean school is easy.
- Just because a student is getting bad grades does not mean they are not gifted.
If you start noticing your child disconnecting or performing poorly, dig in! Talk to them about what they are experiencing at school and see how you can advocate for them.
See Also:
- Frustration Tolerance and School Struggles, a 10-minute video that is Part 24 of Davidson Gifted Perspectives, a video series by the Davidson Institute