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Helping Gifted Students with Stress Management


Updated October 16, 2012

ERIC EC Digest #E488
Author: Leslie S. Kaplan

What Is Stress?

Stress is the body's general response to any intense physical, emotional, or mental demand placed on it by oneself or others. While racing to meet a deadline, dealing with a difficult person, or earning a poor grade are all stressful, so are the excitement of playing a lively game of tennis, falling in love, and being selected to join a special program for gifted students.

How Can a Youngster Experience Stress When Nothing Bad Is Happening?

Anything can be a stressor if it lasts long enough, happens often enough, is strong enough, or is perceived as stress. Working diligently on a project, performing many simple but boring tasks, or earning an "A" grade when one expected an "A+" may all be stressful.

Is a Gifted Student More Likely to Feel Stress than Others?

Many gifted youngsters have a heightened sensitivity to their surroundings, to events, to ideas, and to expectations. Some experience their own high expectations for achievement as a relentless pressure to excel. Constant striving to live up to self-expectations--or those of others-- to be first, best, or both can be very stressful. With every new course, new teacher, or new school questions arise about achievement and performance, since every new situation carries with it the frightening risk of being mediocre. Striving becomes even more stressful when unrealistic or unclear expectations are imposed by adults or peers. The pressure to excel, accompanied by other concerns such as feeling different, self-doubt (the "imposter" syndrome), and the need to prove their giftedness can drain the energy of gifted students and result in additional stress.

Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful.

What Are Some Other Stresses on a Gifted Student?

Many gifted students accept responsibility for a variety of activities such as a demanding courseload; leadership in school activities, clubs, or sports; and part-time jobs. Even if it were humanly possible, doing everything well would be physically and emotionally stressful.

Vacations may be stressful if students are comfortable only when achieving and succeeding. Taking time off may make them feel nervous and lacking control.

Gifted students need intellectual challenge. Boring, monotonous busy-work is very stressful for individuals who prefer thinking and reasoning activities. Boredom may result in anger, resentment, or, in some cases, setting personal goals for achievement and success that significantly exceed those of parents or school.

Some gifted students value independence and leadership, yet the separation they feel from their peers results in loneliness and fewer opportunities to relieve stress. Finding a peer group can be difficult, particularly for adolescents. Some experience a conflict between belonging to a group and using their extraordinary abilities.

Gifted students are complex thinkers, persuasively able to argue both sides of any question. This ability, however, may complicate decisions. Students may lack information about and experience with resources, processes, outcomes, or priorities that help tip an argument toward a clear solution. Furthermore, not every problem has one obviously correct answer. Compromise and accommodation are realities in the adult world, but they are not easily perceived from a young person's viewpoint. Thus, decision making may be a very stressful process.

How Can Stress Hurt a Gifted Student's Self-esteem?

During the early years, school may be easy, with minimum effort required for success. If students are not challenged, they conclude that "giftedness" means instant learning, comprehension, and mastery, and that outstanding achievement follows naturally. As years pass, however, schoolwork becomes more difficult. Some students discover that they must work harder to earn top grades and that they have not developed productive study habits. Many suspect they are no longer gifted, and their sense of self-worth is undermined.

Stress can hamper the very abilities that make these students gifted. Stress clouds thinking, reduces concentration, and impairs decision making. It leads to forgetfulness and a loss of ability to focus keenly on a task, and it makes students overly sensitive to criticism. Under these conditions, they perform less well and are more upset by their failures.
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