At Fontenebro School, we know that every child is unique and that not all children learn and develop at the same pace. Some pupils stand out for their special way of observing, reasoning or creating, which is often related to what is known as high intellectual ability. These children not only learn faster, but also feel and think more deeply and intensely. Recognising the characteristics and needs of gifted children early on is essential in order to provide them with an educational environment that stimulates their potential and cares for their emotional well-being. At our school, we specialise in teaching methods for gifted children and recognise their typical behaviours. We work to ensure that each student finds their place, feels understood and can fully develop their talents. What does it mean to be gifted? Being gifted does not just mean getting good grades or learning faster than others. It is a neuropsychological condition that encompasses a set of above-average cognitive, creative and emotional abilities. A gifted child often displays more complex thinking, insatiable curiosity and great sensitivity to their surroundings. However, this difference does not always translate into good academic performance if they are not offered adequate stimulation. At Fontenebro School, we understand that educating these students requires flexibility, emotional support and personalised programmes that respond to their learning rhythms and styles. Key behaviours of gifted children Every student is different, but there are certain behaviours that are common among gifted children. The following are the most common. Affective-intellectual dyssynchrony One of the most characteristic behaviours of gifted children is affective-intellectual dyssynchrony, i.e. a lack of synchrony between their cognitive development and their emotional maturity. These students may reason like an adult but still need the emotional support appropriate for their age. This difference can lead to frustration, insecurity, or difficulty relating to peers who do not share their interests. At Fontenebro School, we address this asynchrony through close support and emotional education programmes that help students understand and manage their emotions, promoting their personal balance. Hypersensitivity and emotional intensity Many gifted children are emotionally hypersensitive: they perceive stimuli, criticism and their own and others’ emotions more intensely. They can be deeply moved by injustice, a film or a comment, and their inner world is often very rich and complex. Far from considering this a problem, at Fontenebro School we see it as a strength. We work to help students learn to channel this sensitivity into empathy, creativity and the positive expression of their emotions. The support of trained teachers and educational psychologists allows this emotional intensity to become a source of motivation and personal growth. Underachievement Paradoxically, many gifted students underachieve academically. This may be due to boredom, a lack of intellectual challenges or the absence of methods adapted to their way of learning. An overly rigid or repetitive academic environment can demotivate these children, who need to explore, question and create. At Fontenebro School, we work with active methodologies that encourage research, critical thinking, and autonomy. Through interdisciplinary projects and enrichment programmes, we help gifted students maintain their curiosity and enjoy learning. Deep curiosity about existential questions Gifted children are not only interested in academic knowledge; they also show a deep curiosity about philosophical or existential issues. These questions can arise at a very early age and, if not handled properly, can cause distress or confusion. At our school, we offer spaces for dialogue and reflection where students can express their concerns and learn to manage their thoughts in a balanced way.
