Supporting High-Ability Students

Supporting the wellbeing needs of high-ability students

Like all students, high-ability students need support for their wellbeing and these needs will vary. Factors which can affect the wellbeing of high-ability students include the following.

• Asynchronous development is when a student’s growth is uneven. For example, a student’s intellectual development may be ahead of their physical or social-emotional growth. They may be cognitively able to cope with advanced concepts but lack the necessary social or emotional maturity.
• The forced choice dilemma is when a student feels torn between fitting in with their peers and achieving high academic grades. This is more prevalent during the teenage years when peer group influences and the need for acceptance become stronger. It can also be more common in small rural communities, in some cultural groups, and amongst boys.
• Perfectionism is when a student sets impossible standards for themselves and becomes disheartened when they cannot be achieved. While healthy perfectionism can motivate students, signs that it is negatively impacting wellbeing include high levels of anxiety and self-criticism, a focus on mistakes, and a reluctance to try new things.

Many of the actions that can be taken to support the wellbeing of high-ability students are the same as those that support all students. These include:

• creating a positive climate for learning that celebrates achievement, with a focus on effort and process, not just results
• knowing the student’s level of development across all areas (intellectual, social-emotional, and physical)
• connecting students with their areas of interest
• modelling and encouraging positive self-talk and a growth mindset
• encouraging meaningful friendships and like-ability interactions (interactions with peers who have similar talents and aptitudes).

Other factors influencing wellbeing

Some high-ability students may struggle with self-regulation. This means they might find it hard to manage their emotions, behaviour, and social interactions. If students have good self-regulation skills, they will understand their own emotions. They will be able to think before acting and see how their choices affect themselves and others, supporting positive interactions with peers.

Teachers can support students with self-regulation by offering co-regulation and modelling calm, constructive responses to challenges. They can help students to plan and set goals and encourage the use of metacognitive strategies to support reflection and problem solving.

For high-ability students in the senior years of schooling, particularly those who excel in multiple areas, planning for life after school can be stressful. They may have trouble making decisions and focus too much on grades or career paths. Perfectionism, as well as family and cultural pressures around academic achievement, may increase this stress.

Teachers can remind these students that they do not have to limit themselves to one career and encourage them to pursue hobbies outside of school and work. They can also provide opportunities for students to talk with peers experiencing similar concerns and recognise that they are not alone. Teachers can also direct students to career counselling to explore the many pathways available.