Why, School, Why? Gifted students with academic failure

Abstract

In this case study of a descriptive and interpretive nature it is intended to identify developmental factors and the success/failure at school of gifted youngsters (aged 12 to 16 years old) in compulsory education. The narratives presented by researchers show that the relationships between individual characteristics and school guidance are not always accepted. The analysis clarifies the boredom, frustration and failure facing these students in their everyday life, absent-minded decision-making, opposition or ‘identity crisis’ related to their standardization and compliance with routine tasks that the school requires today. They also reveal the importance of the role of the teacher in terms of curriculum differentiation and, in some cases, the academic success of the students.