The education of gifted children is often marked by various challenges, supposedly different from those faced by "typical" children, with one of the most concerning being stigmatization. Although there are no precise statistical data, it is clear that many of these children experience stigmatization, sometimes very painfully, with notable repercussions on their motivation, joy of living, socialization, and other issues that we will discuss, allowing parents to be more vigilant. While these children are often perceived as having exceptional potential, innate abilities, or a gift, this perception can also isolate them and make them vulnerable to various forms of stigmatization, both from their peers and educators.

I. The Perception of Gifted Children: Between Admiration and Suspicion

Gifted children are seen as exceptional individuals, which can lead to a certain level of admiration, but also suspicion. According to Léa Dousson, this perception is twofold: on the one hand, gifted children are valued for their intellectual abilities, but on the other hand, they are often perceived as different, even disconnected from their peers. This duality can lead to marginalization within the school system.

Research such as that by Cross and Coleman (2005) shows that this stigmatization can have negative effects on the social and emotional development of gifted children. They may also become victims of bullying, feel isolated, or be perceived as "nerds" or "geeks" by their classmates. We are all familiar with the stereotype of the class "top student" in the collective imagination. The gifted child, even without necessarily being the top student, can be excluded from the group, either by their own actions or by others, due to their deviation from the norm.

II. The Role of Teachers in Stigmatization

Teachers play a crucial role in how gifted children are perceived and treated in the classroom. While some teachers value these children's talents, others may inadvertently contribute to their stigmatization. For example, a teacher who constantly highlights a gifted student's achievements may, without intending to, create a divide between that student and their classmates.

A study by Moon (2009) emphasizes that teacher training on the specific needs of gifted children is often insufficient. In the absence of adequate training, teachers may not be able to meet the complex needs of these students, exacerbating their feelings of isolation. Beyond pedagogical and learning issues, it is crucial to nurture motivation and address non-academic aspects, which could also benefit all other students.

III. The Long-Term Consequences of Stigmatization

The stigmatization of gifted children can have long-term consequences on their personal and academic development. Longitudinal studies, such as those by Neihart (2006), show that gifted children who experience stigmatization may develop avoidance behaviors, low self-esteem, and, in some cases, anxiety or depressive disorders.

To prevent these consequences, it is essential to raise awareness among educators and students about the realities faced by gifted children. Inclusion and support programs that value the diversity of talents while encouraging social integration are necessary to create a more equitable, effective, and engaging school environment.

References

1. Cross, Tracy L., and Laurence J. Coleman. Being Gifted in School: An Introduction to Development, Guidance, and Teaching. Waco: Prufrock Press, 2005.
2. Moon, Sidney M. "Training Teachers of the Gifted: What We Know and What We Need to Know." Gifted Child Quarterly 53, no. 3 (2009): 188-197.
3. Neihart, Maureen. "Gifted Children and Depression." Gifted Education International 22, no. 2 (2006): 148-156.