Wednesday, April 10, 2024 by Julie Stoner | Neurodiversity
Rethinking Academic Rigor
In the following blog, I'm using the term rigor in the way it is typically seen in schools (more work), not as it defined within higher academia (deeper work). More reading:
https://www.nais.org/magazine/independent-school/summer-2021/the-dark-side-of-rigor/
https://portal.ct.gov/-/media/SDE/MBL/Documents/4-Myths-about-Rigor.pdf
Gifted and talented programs have long been associated with academic rigor claiming to challenge and nurture exceptional abilities. This is a misguided stance that makes GT synonymous with high achieving. Gifted and talented does not mean high achieving! In fact, it often means the opposite.
High achieving kids tend to have good executive functioning skills and be externally motivated by grades, achievement, and praise. Gifted/talented kids often have significant executive dysfunction due to asynchronous development and are internally motivated by creativity and curiosity. Throw in a 'sprinkle' of PDA (Persistent Drive for Autonomy) and, clearly, the traditional emphasis on academic rigor, busyness, and productivity does not serve the diverse needs of gifted learners.
To be clear, I don't support academic rigor for any students, but it is especially harmful to GT and other neurodiverse students. Rigor and its one-size-fits-all, pro-capitalistic approach does not nurture varied interests and talents. Many gifted learners thrive in environments that encourage exploration, creativity, and interdisciplinary learning, yet traditional rigor often focuses solely on academic achievement. This disconnect can lead to disengagement and frustration among gifted students who may feel constrained by narrow expectations. In my work I see it often result in underachievement, anxiety, depression, low self-esteem, and significant parent/student conflict.
Instead of prioritizing academic rigor, we should focus on nurturing a holistic development of gifted learners. This involves recognizing and supporting their social, emotional, and creative growth alongside intellectual pursuits. By creating a supportive and inclusive environment that values diverse talents and passions, we can empower gifted students to explore their interests and develop their unique strengths. The world needs their strengths!
Creativity is a vital aspect of gifted education that often gets overlooked in traditional approaches to rigor. Gifted students possess immense potential for creative thinking, problem-solving, and innovation, yet these abilities are stifled in rigid academic settings.
Stay quiet, and keep busy doesn't cultivate curiosity.
Providing opportunities for self-directed exploration, critical inquiry, and real-world problem-solving, cultivates a culture of creativity and innovation.
Rethinking academic rigor in gifted education means moving beyond narrow standards of achievement. Gifted education should be a dynamic and inclusive space that celebrates the unique talents and contributions of every learner. Gifted and Talented schools/programs should understand neurodiversity on the deepest level. Academic rigor is burning out our most creative, imaginative minds.