Education is built on the idea that students progress at roughly the same pace, following a structured curriculum designed for the “average” learner. But what happens when a student doesn’t fit that mould? What happens to the “other” 20% of students?
Many teachers are somewhat familiar with students who struggle with attention, organization, or reading—often diagnosed with ADHD or dyslexia. Others encounter students with autism who may find social interactions or sensory experiences overwhelming. But there’s another group that often goes completely unnoticed: gifted students who don’t fit the expected “high-achiever” profile. Some of these students excel academically but struggle emotionally, while others show uneven skills, thriving in one area of education and struggling in another.
The reality is, that standard classrooms don’t work for every student, and it’s not always the students with obvious challenges who get left behind.
Giftedness is often misunderstood. The term suggests a natural advantage, as if being highly intelligent automatically leads to academic success. However many gifted students experience difficulties that make school a difficult battle to face.
Some struggle with boredom when lessons move too slowly, while others deal with perfectionism, anxiety, or social isolation. A bright student who constantly questions authority or refuses to follow rigid classroom rules may not be seen as “gifted” at all. Instead, they might be labelled as disruptive or unmotivated.
Complicating things further, many gifted students also have ADHD, autism, or other neurodivergent traits. This is called twice-exceptionality (2e), which is when a student is both gifted and has learning or attention differences. A twice-exceptional student might be an incredible storyteller but struggle to write their ideas down due to dysgraphia. They might grasp complex scientific concepts but be unable to focus long enough to complete their homework. Their strengths mask their struggles, and their struggles mask their strengths, leaving them misunderstood by both teachers and parents.
When students feel like they don’t fit in, they often internalize the belief that something is wrong with them. A gifted child who struggles with social cues may develop anxiety about group work in class. A twice-exceptional student who constantly forgets assignments may see themselves as lazy, even when they’re trying their best to focus and remember. Over time, these experiences can lead to low self-esteem, disengagement, or even school refusal.
This emotional toll isn’t always obvious. Some students shut down and stop participating. Others act out, drawing negative attention rather than admitting they’re struggling. Teachers may see behaviours that look like defiance, but underneath, there’s often frustration, fear, or exhaustion.
The good news is that small changes in teaching can make a big difference for students who don’t fit the traditional mould. Here are some key strategies:
Rethink what “success” looks like. A student who doesn’t complete every assignment perfectly might still be learning. You could also allow for flexibility in how students demonstrate what they’ve learned (e.g., oral presentations, creative projects, or mind maps instead of standard essays).
Challenge without overwhelming. Offer different choices in assignments and let students explore topics at their own depth. Or provide advanced materials for students who need more challenges. But don’t assume all gifted students want more work.
Address social and emotional needs. Recognize that anxiety, perfectionism, or frustration might be hiding beneath a student’s behaviour. And, above all, encourage self-reflection and emotional awareness by talking about challenges openly.
Create a classroom-culture where different strengths are celebrated. For example, you could encourage collaboration instead of competition, so students learn to appreciate different ways of thinking.
Not every struggling student is “falling behind”. Some are simply wired differently. Whether they are gifted, anxious, neurodivergent, or a mix of all three, these students need support just as much as those who struggle in more obvious ways.
The more we recognize the diversity of learners in our classrooms, the better we can create environments where all students thrive.
