Bullying, defined as intentional and repeated aggression perpetrated by individuals in positions of power (whether physical or psychological), is a serious problem that affects children and adolescents worldwide. Gifted individuals, despite their above-average intellectual abilities, are not immune to this form of violence.
Social camouflage, or “masking,” is an adaptive strategy used by people, often on the autism spectrum, to conform to social norms and avoid isolation. Although less discussed in the context of giftedness, this strategy can also be used by gifted individuals seeking to protect themselves from bullying and integrate socially.
Studies show that gifted children and adolescents are more likely to experience bullying compared to their non-gifted peers. This vulnerability can be attributed to several factors, including the asynchrony between cognitive, physical and emotional development, which can lead to emotional hypersensitivity and the perception of being “different”.
The research also points to the influence of gender stereotypes and toxic social norms on the bullying experience of gifted individuals. The pressure to conform to standards of masculinity or femininity can cause distress and make it difficult to seek appropriate emotional support.
Lack of emotional and social support can have long-term negative consequences for gifted individuals who are bullied, such as the development of comorbidities such as depression and anxiety. It is crucial that society, schools and families are aware of this issue and provide appropriate support to these individuals.
Giftedness, in and of itself, is not a risk factor for bullying. However, the combination of high intellectual abilities with the need for social adaptation and emotional vulnerability may make some gifted individuals more susceptible to this form of violence.
It is important to note that gifted individuals may also develop adaptive mechanisms to deal with bullying, such as resilience, seeking social support, and developing coping skills. How each individual copes with bullying is unique and depends on a variety of factors, including their personal characteristics, the social support available, and the context in which the bullying occurs.
The need for social and educational policies that address the issue of bullying towards gifted individuals is evident. Interventions that consider giftedness as part of human diversity and that promote inclusion and respect for differences are essential to ensure the healthy development and well-being of gifted children and adolescents.
The relationship between giftedness and bullying is complex and multifaceted. Each individual is unique and reacts differently to bullying. Understanding this relationship and providing appropriate support are essential to ensuring the well-being and healthy development of gifted children and adolescents.
References:
Conceição, Nathalia Martins da. Conformity with feminine and masculine norms in individuals with high abilities/giftedness. 2024. 133 p. Dissertation (Master’s in Social Psychology) – Institute of Psychology, State University of Rio de Janeiro, Rio de Janeiro, 2024.
Piske, Fernanda Hellen Ribeiro et.al. Bullying. Impacts on Education: What do we know about Giftedness? Coimbra University Press, Jan. 26, 2022 – 398 pages. Available at: https://books.google.com.br/books?hl=pt-BR&lr=&id=-xdbEAAAQBAJ&oi=fnd&pg=PA5&dqsuperdota%C3%A7%C3%A3o+e+bullying&ots=AN5xf0TReI&sig=Uy2CI5h6s4aQbeckPUwYPRb3XAI#v=onepage&q=superdota%C3%A7%C3%A3o%20e%20bullying&f=false . Accessed on: Jan. 31, 2025.
Poisk, Camilla Casotti. The Interfaces between School Bullying and High Abilities/Giftedness: a systematic literature review. 2023. 81 p. Dissertation (Master’s in Education) – State University of Western Paraná, Cascavel.
Santos, LH; et.al.. The impact of late diagnosis of ASD in adults: Clinical challenges and implications for treatment. Brazilian Journal of Implantology and Health Sciences , [S. l.], v. 6, n. 9, p. 3260–3269, 2024. DOI: 10.36557/2674-8169.2024v6n9p3260-3269. Available at: https://bjihs.emnuvens.com.br/bjihs/article/view/3622. Accessed on: Jan. 31, 2025.
Virgolim, Angela Mágda Rodrigues. The gifted child and the issue of difference: A look at their emotional, social and cognitive needs. Linhas Críticas, Brasília, v. 9, n. 16, p. 13-31, 2003. Available at: https://doi.org/10.26512/lc.v9i16.3089. Accessed on: Jan. 31, 2025.
