The nuances of academic performance among gifted individuals, especially those categorized as profoundly gifted, reveal a paradoxical relationship between superior cognitive abilities and the ability to fit into conventional educational systems. This article examines the disparity observed in a study conducted by the Gifted debate, which highlighted the tendency of gifted individuals who scored above 146 (standard deviation 15) on proctored tests to underperform academically compared to peers with moderately high scores in the range of 130 to 135.
Profound Giftedness and Academic Rejection
Profound giftedness characterizes individuals whose cognitive abilities significantly transcend global averages. However, research has shown that many of these individuals present exacerbated emotional intensity, a phenomenon widely described in the literature as overexcitability, as theorized by Kazimierz Dabrowski. This emotional hypersensitivity often leads to disconnection with school subjects that do not arouse interest or do not present intellectual challenges compatible with their cognitive profile.
Example from the research:
In the analysis conducted by Gifted debate, profoundly gifted individuals reported frustration and demotivation when dealing with subjects that were structured in a repetitive way or that required a rote approach, such as history and geography, while demonstrating excellence in specific areas, such as mathematics or science.
Stories of “Bad Student” Geniuses
Throughout history, many notable figures have been labeled as bad students. However, when analyzing these cases, it is crucial to distinguish between verifiable evidence and popular narratives.
1. Albert Einstein (Estimated IQ score: 160)
The story that Einstein was a mediocre student is partly a myth. School records show that he performed well in math and physics, but was disinterested in non-science subjects. His defiance of the rigid school system of his time is corroborated.
2. Thomas Edison (Estimated IQ score: 145)
The inventor was removed from school after being deemed “hardly educable.” His mother took charge of his education, recognizing his creative potential. Although there are no tests to support his scores, Edison often demonstrated traits associated with giftedness.
3. Winston Churchill (Estimated IQ score: 130-135)
Churchill failed high school and struggled with math. Despite this, he excelled in English and history, subjects that would later form the basis of his career as a Nobel Prize-winning statesman and author.
4. Charles Darwin (Estimated IQ score: 130)
Darwin was described as a “mediocre” student in his youth, preferring to explore nature rather than apply himself to traditional school subjects. This narrative is corroborated by his own autobiographical accounts.
5. Vincent van Gogh (Score not estimated)
Van Gogh struggled emotionally and had difficulty adapting to formal learning structures. He dropped out of several schools, but developed extraordinary artistic abilities.
6. Pablo Picasso (Score not estimated)
Reports suggest that Picasso showed little interest in theoretical subjects, preferring to express his creativity through art. Although it is difficult to assign him an IQ score, he displayed characteristics associated with spatial intelligence and creativity, dimensions that are less valued in the school system.
7. Bobby Fischer (Estimated score: 187 IQ)
The legendary chess player dropped out of school at a young age, showing no interest in subjects that didn’t engage his natural talent. His genius at chess, however, is widely documented.
8. Salvador Dali (Not estimated score)
Dali was expelled from his art school for rebellious behavior. His artistic genius and eccentric creativity made him one of the greatest painters of surrealism.
9. Steve Jobs (Estimated score: 160 IQ)
Jobs was described as disinterested in class and often clashed with teachers, preferring to learn on his own.
10. Richard Branson (Score not estimated)
Founder of the Virgin Group, Branson struggled significantly academically due to dyslexia, dropping out of school at age 16.
Moderately Gifted and Dually Exceptional Individuals
The research revealed an intriguing finding: moderately gifted individuals, with scores between 130 and 135, tend to be better students than those with scores above 146. The explanation may lie in their greater ability to adapt to the educational environment and maintain a more balanced relationship between cognition and emotion.
In addition, individuals with dual exceptionality – such as high-functioning autistic individuals – exhibit distinct behaviors. For example:
– Autistic individuals with scores above 130 often excel in subjects that require attention to detail.
– Autistic individuals with average scores demonstrate strengths in creative and artistic areas, demonstrating specific abilities that compensate for limitations in other contexts.
Research Signature and Multidisciplinary Collaboration
The research results were signed by a multidisciplinary team composed of PhDs in neuroscience, psychology, psychiatry and specialized physicians. This joint effort gave greater robustness to the study, integrating different scientific perspectives on intelligence, academic performance and emotional characteristics.
Conclusion
Giftedness, especially in its highest forms, does not guarantee excellent academic performance. On the contrary, the impact of emotional factors, disconnection from linear curricula, and cognitive intensity can act as barriers to traditional academic success. However, by recognizing these nuances, it is possible to develop more inclusive and challenging environments so that such individuals can reach their full potential.
Finally, these results reinforce the need to reformulate educational paradigms, promoting systems that value not only academic performance, but also the diversity of talents and intelligences.
Dr. Fabiano de Abreu Agrela Rodrigues MRSB holds a post-PhD in Neuroscience and is an elected member of Sigma Xi – The Scientific Research Honor Society (more than 200 members of Sigma Xi have received the Nobel Prize), as well as being a member of the Society for Neuroscience in the United States, the Royal Society of Biology and The Royal Society of Medicine in the United Kingdom, the European Society of Human Genetics in Vienna, Austria, and the APA – American Philosophical Association in the United States. He holds a Master’s degree in Psychology and a Bachelor’s degree in History and Biology. He is also a Technologist in Anthropology and Philosophy, with several national and international degrees in Neuroscience and Neuropsychology. Dr. Fabiano is a member of prestigious high IQ societies, including Mensa International, Intertel, ISPE High IQ Society, Triple Nine Society, ISI-Society, and HELLIQ Society High IQ. He is the author of more than 300 scientific studies and 30 books. He is currently a visiting professor at PUCRS in Brazil, UNIFRANZ in Bolivia and Santander in Mexico. He also serves as Director of CPAH – Centro de Pesquisa e Análises Heráclito and is the creator of the GIP project, which estimates IQ through the analysis of genetic intelligence. Dr. Fabiano is also a registered journalist, having his name included in the book of records for achieving four records, one of which is for being the greatest creator of characters in the history of the press.