The concept of children being “gifted” was formalized from the 1910s-1920s when Lewis Terman, an American psychologist, started a long-term study of children with high IQs. Terman developed a new IQ test based on the Binet-Simon test; this newer test allowed psychologists to determine whether a child is gifted, or, in other words, more intelligent than other people. However, researchers have since realized that “gifted” kids were less able to persist with challenging work because they had been led to believe it should be easy for them.
The pressure of this label furthermore creates anxiety when “gifted” students feel like they cannot always live up to the title’s expectations. Although the “gifted” label continues to be debated, research has proven that it carries emotional costs. It can also put pressure on them and instill the idea that they are smarter than their peers. Often, when someone categorizes a child as gifted, the label can have negative consequences. For example, it can isolate the child from their peers, and the child might feel different, questioning themselves. Concord Academy is an inclusive community, and arrogance is not appreciated, so it is important to discuss whether we should retire the “gifted” label altogether.
I also believe that we need to question the very idea that only some children are “gifted.” Children who are less talented in one area will have strengths in others; as the old saying goes, “when God closes a door, he opens a window.” Perhaps an even more apt quote comes from Albert Einstein, who said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.” Everyone expresses their talent in their own way, a belief exemplified by the approach to education at Concord Academy, where the focus is on pursuing their own interests and discovering their special talents.
Instead of “gifted,” I propose we use the word “advanced” to convey the idea that some learners are better able, in the present moment, to take on extra challenges. CA follows this approach in emphasizing growth rather than talent; for example, advanced learners in math can take “accelerated” math classes. A growth mindset is also evident in CA’s pass/fail policy for first-semester first-year students. This policy encourages students to take risks, develop their interests, and study at their own pace.
Labeling anyone as “gifted” or more talented than others breeds arrogance. We are all equally built as geniuses in different ways. Moreover, school is not only about developing your abilities in areas you already excel at; it is also about learning from others in the regions that pose a challenge to you. Friends who are better at math can help those who are not, and those who are getting help can also assist others in their best subjects. This complementarity is how we build a community of laughter, friendship, and learning.