I feel like it makes it harder for me to continue working through school work with the same enthusiasm I used to have. I definitely consider myself a gifted kid burnout. And once they make one mistake, their fixed mindset tears them down. Time and effort have worn them down, and these students almost become obsessed. They procrastinate, yet are perfectionistic. These students are running low on motivation. However, high school is about where burnout hits. Theoretically, these gifted students are the top of the class, living their best high school life, getting good grades and on their way to great colleges. It’s not about actually learning anymore, it’s just about me getting through the next day. I really liked the parties because I normally did not get junk food at home. I think that thinking outside the box and recognizing patterns have stuck with me. Makenzie: What does the AIM program provide for students? The student government representatives in our interview. So every Tuesday, they would all leave the class, and so there was maybe like, four of us left. Nick Whyte: You know, I actually kind of liked not being AIM because a bunch of kids were in AIM in my classes.I was never tested or in AIM, and I’m the smartest one at this table. Your intellectual abilities develop as you get older. Sarah Pfanstiel: I honestly don’t think it matters if you were in AIM or not to where you are now.They gave me an egg, and I made a Cooking Mama background because I was really into that game on the Wii… I failed bad on the creativity part. Nick Whyte: I was never in it because I wasn’t very creative.It was the creativity part, and it was because it said “draw 96 smiley faces,” and I drew the same smiley face over and over again. Noelle Richardson: I missed the gifted program by one point.I hosted a conversation in student government to get the opinions and stories from a few who are considered “gifted students,” but were not in the AIM program. “Gifted students” are any students who were told when they were younger that they were “gifted” or had a higher reading comprehension or understanding of math. īut note: the category of “gifted students” doesn’t fall only to AIM. Here they work on puzzles, mind games, logic, problem-solving, strategy, and more.īelow: Some mind puzzles found commonly in AIM classrooms. This means that once a week, these gifted students don’t go to their normal school schedule and instead go to the gifted program classroom for the full day. And if these students score well enough, they are considered to be “gifted students” and are invited to be a part of the program. AIM students are tested, either through an AIM program aptitude test or through a standardized test for elementary students. In this series, we will cover what gifted kid burnout is and why it happens, how individuals are personally affected by gifted kid burnout, and how to (hopefully) conquer it.įor most, although not all, it begins in the elementary school’s gifted program. This is part one in a column series by Makenzie Bird on gifted kid burnout. Gifted kid burnout (n): when children who were once considered the “gifted” or “smart” kids in class grow up to underperform academically and (likely) socially. And it also is increasingly difficult to recognize without looking closer. Sure, it looks great on paper, but when you look closer, you see the day-to-day struggles these students face mentally, socially, physically, and intellectually. Yes, most of these students place in the higher ranks of their class, and yes, several of them are involved in student government and get scholarships. Yes, these students are put in rigorous high-level classes. Class rankings is just one of the many pressures put on students that add up to Gifted Kid Burnout. High school is where things start to go downhill. These people are in the top of their class ranks, dominate student government, and graduate with scholarships to Ivy League schools.Īnd from there, they take on the world: they make new discoveries in the medical field, they publish books and papers, they win the Nobel Peace Prize and make their parents proud! So ideally, in high school, these students are placed in college level courses, honors courses, and academic-based electives. They continue to get good grades, occasionally receive awards and praise for their talent, and still find time to enjoy extracurriculars, spend time with their friends and family, and make time to study. They take advanced and accelerated core classes. Then these students grow up and rise into the ranks of middle school. These kids got good grades, read at a higher comprehension level, and once a week, a group of these students were pulled out of class to attend their own class: the gifted program. In elementary school, we knew them as the smart kids.
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