Gifted Issues Discussion homepage Forums General Discussion Challenges of Asynchronous Development in Gifted C

Hello

One of the biggest challenges many parents of gifted children face is asynchronous development the gap between intellectual abilities and emotional or social maturity. A child may be solving advanced math problems at an early age but struggle with frustration when facing minor setbacks / they may read at a high school level while still enjoying play typically associated with younger kids. This mismatch can lead to difficulties in both academic and social environments.

Schools & peers may not always understand these discrepancies, leading to misinterpretations of behavior. Teachers might expect gifted children to be emotionally mature simply because they excel academically, while classmates may find their interests or communication style unusual. Parents often find themselves caught between advocating for intellectual stimulation and supporting their child's emotional needs. Checked https://giftedissues.davidsongifted.org/bb/ubbthreads.php/forums/13/1/general-discussion.html Looker Course guide related to this and found it quite informative.


How have you navigated the challenges of asynchronous development with your child? Have you found any strategies that help balance intellectual growth with emotional and social development? Let’s discuss approaches that work in both home and school settings.





Thank you !!

I have tutored various students of many ages before, though I do not have kids.

As for being emotionally mature because they excel academically - there is some merit to this.

For example, with higher IQ, those people are less likely to show symptoms of ADHD. And when they do have it, it is less severe. This is likely due to their intellect compensating for these symptoms.



According to various studies, IQ correlates with decent behavior. This is why nowadays, many psychiatrists take into account IQ when diagnosing people with disorders. The higher IQ, the more compensation, thus milder behaviors can count as disordered.

I have seen various cases of students like this that turned out to be 2e. "On the go like a motor" (ADHD stereotypical symptom) presenting as being very studious and productive, has been seen sometimes in my students.

To me, the intellectual growth comes first, as without the intellectual growth, how would they be emotionally satisfied? Many will act out over this.

I would rule out potential neurodivergencies, or physical/mental health issues first. But there are many approaches - for example delayed gratification, meditation, etc.