The Hidden Pressure of Being the “Gifted” Student

Imagine this: you can score hundreds on all your assignments and assessments, and everyone calls you gifted. But none of them know about the heavy weight of expectation now put on your shoulders. If you get a 90 next time, people will think that the 100 was just luck, or that you’re not good enough anymore. The word “gifted,” by definition, means having exceptional talent or natural ability. In today’s world, this word is often seen as a privilege and a title that some students receive. But researchers and students reveal the hidden cost behind holding that shiny label.

While being identified as a gifted student can provide opportunities, this title creates psychological pressure that is usually concealed. Fear of failure, perfectionism, and identity struggles are all factors that can quietly undermine a student’s mental well-being and long-term growth.

The Fear of Always Being Perfect

If you were a student with the title of being gifted, you would probably feel gratified at first. But over time, this turns into a fear of always keeping up that flawless performance. The fear of continuing to hold the title becomes a burden. The American Psychological Association in 2019 noted that students identified as high achievers are strongly correlated with anxiety and burnout. This suggests that students often receive such titles only for the things they accomplish, not for who they truly are.

This pressure forces students to constantly stay alert, making sure they always achieve perfect scores. If not, they start to feel like they are not “gifted” anymore. Over time, this kind of pressure can cause a student’s self-worth to weaken. They start to believe that success is the only thing expected from them, and mistakes are catastrophic, even though mistakes are actually the best way to learn.

When “Gifted” Turns into Impostor Syndrome

The title “gifted” also makes many students think of failure fearfully and experience impostor syndrome. A study in Frontiers in Psychology (2019) found that over 30% of high-achieving students, especially adolescents, reported impostor feelings. Many believed their success was undeserved. This shows that even after succeeding, students still doubt themselves and fear being exposed as frauds. These thoughts should be unacceptable. Failure is part of the learning process, but avoiding it completely out of fear compromises growth and keeps students from taking opportunities that could be life-changing. Experiencing failure before the age of 25 is completely normal and often helpful. Early failures only come with small drawbacks and create resilience that allows individuals to quickly resurface after a fall.

But fear changes things. Instead of curiosity and excitement about learning, students feel like their role is survival, just keeping up the title. That makes learning feel like an obligation, not a passion. In the long run, this narrows learning and makes students less willing to take risks.

Social Pressure and Identity Struggles

Another drawback of being called “gifted” is that students can feel isolated socially and lose touch with their identity. Researchers from the National Association for Gifted Children (NAGC) have found that students labeled as gifted often struggle with peer relationships and even experience social stigma. Students who zone in all their focus on academics and achieving perfect scores often feel torn, they also want to fit in socially, but it’s hard to balance both. This creates double pressure: achieve a high standard while still trying to be accepted by peers.

Research has shown that this pressure increases mental health risks such as anxiety, depression, and burnout. In fact, students in high-pressure schools are up to six times more likely to report clinical levels of anxiety and depression. This shows how the “gifted” title doesn’t just affect schoolwork, it affects friendships, self-identity, and emotional stability.

The Counterargument: Do Gifted Programs Help?

Of course, critics argue that having the title of “gifted” motivates students to always do their best and prepares them for excellence. For example, a 2016 study found that students who were identified as gifted and attended advanced programs often had a boost in critical thinking skills and were provided with unique opportunities. While these benefits are real, without proper mental health support, students are almost inevitably going to face burnout and anxiety over time. The focus on performance and perfection should always be balanced with emotional resilience and identity support. Programs that implement these mental health supports can truly help students excel, while still maintaining their emotional stability.

Redefining Giftedness: Beyond Report Cards

Being “gifted” does bring privilege, but there are also hidden costs: perfectionism, fear of failure, and identity struggles. Now, I’m not writing this to tell you never to call a student gifted again. Instead, I want to share that the privilege of being called “gifted” should go beyond looking at a student’s report card. Schools, teachers, and even families should look deeper into a student’s well-being and support them along the way. True giftedness is not about constant, flawless performance. It’s about maintaining excellence while still holding onto curiosity, resilience, and authenticity. Because at the end of the day, a student should not just be a grade or a title, they should be a person who feels seen, valued, and supported.

Final Thoughts

The hidden pressure of being a “gifted” student is real. It can look shiny on the outside, but inside it often creates fear, anxiety, and isolation. Students who wear the label carry the constant weight of expectations, often at the cost of their mental health. It’s time we look beyond the perfection. Being gifted should not mean being trapped by fear or pressured into flawless performance. It should mean nurturing curiosity, allowing mistakes, and supporting identity. So the next time you call someone “gifted,” remember: it’s more than just a word. It’s a responsibility, not for the student, but for all of us to make sure they can grow with balance, resilience, and joy.

Reference

National Association for Gifted Children: https://www.nagc.org/myths-about-gifted-students

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