Gifted school performance and creativity

The development of both gifted and non‐gifted children was investigated in their family and school contexts in a 14‐year British study. A three‐way comparison was made of children labelled as gifted, a first control group of non‐labelled but equally able children, and a second control group of children taken at random for ability. A sub‐sample investigated for academic achievement and creativity disclosed significant differences in work patterns and emotional outcome, notably that intense academic study could inhibit creative development. It is suggested that parents and teachers be aware that identified intellectually gifted children are vulnerable to pressure to excel at schoolwork with possible loss of creative potential.