Thinking more, not doing more

For years, the term gifted and talented was used to describe academically bright students with exceptional skills. More recently, such labels have been replaced with most able, more able, highly able, high achiever or high potential.

Whatever term is used, these students usually exhibit outstanding problem-solving skills, strong curiosity and a high capacity for critical thinking. Formally identifying able learners relies on standardised and observational testing such as assessments for non-verbal reasoning, IQ and processing skills.

Aiming high benefits everyone

The National Association for Able Children in Education (NACE) works with schools and teachers to improve provision for more able learners, helping them create cognitively challenging environments based on research. ‘Our approach is to aim high and “teach to the top”,’ says outgoing CEO Rob Lightfoot. ‘This benefits all students, not just the more able.

‘Essentially, it comes down to how much students are encouraged to think, rather than how much work has been done. The key is that the overall school approach is consistent. Students will expect to be challenged if it’s happening in every lesson.’

This strategy includes taking a ‘fluid and inclusive’ approach to ability that doesn’t just identify it using prior attainment data but uses grouping and enrichment – from extracurricular clubs to events such as the RSC’s Chemistry Olympiad – as well as encouraging structured talk frameworks to break down barriers.

Well-being is best supported when schools create environments where pupils are valued for their effort, curiosity and personal growth rather than simply for being a high achiever

‘We need to set the bar high,’ says education consultant Matt Bromley, ‘then provide the necessary scaffolds to help everyone reach it. In practice, we might plan our questioning and modelling with the top end in mind, then prepare adaptations for others as needed. This ensures high attainers are stretched from the start.’

Like Rob, Matt favours the idea of thinking more rather than doing more ‘to avoid the trap of giving high attainers additional tasks’. Instead, he advocates using peer-teaching and retrieval practice and asking learners ‘to justify, evaluate and hypothesise’.

Matt believes the trick to stretching high attainers is to increase task complexity. In science, for example, he suggests removing instructions for a practical and letting students devise the method, justify each step and anticipate possible sources of error. ‘Better yet, we could introduce anomalies,’ he says. ‘We might present conflicting data sets and ask learners to identify possible reasons for these. This fosters evaluation and interpretation, two [important] scientific skills.’

High attainers could also benefit from setting goals, monitoring progress and evaluating outcomes. To do this in your classroom, you can use structured reflection prompts such as:

• what was challenging about today’s lesson?
• how did you overcome difficulties?
• what would you do differently next time?

Research evidence has identified 15 effective teaching approaches for high-ability students in primary and secondary settings. They include:

• allowing students to explore a topic with greater depth than their classmates;
• catering for students’ specific interests;
• open-ended, problem-based inquiry, such as allowing students to test hypotheses and explore real-world problems;
• grouping like-minded peers to work together on tasks; and
• grouping mixed-ability students together to allow for collaboration and peer teaching.

A 2024 research review led by Maria Nicholas of Australia’s Deakin University concluded that, although there is a recognition that high-ability students require ‘a needs-based differentiated education’, many teachers lack the knowledge or pedagogical repertoire to provide this. The researchers also noted that teachers needed more up-to-date and relevant evidence to guide them.

Nurturing well-being and belonging

Some more able learners experience asynchronous development (when a child’s mental, emotional, social and physical skills grow at different speeds). They may also experience heightened sensitivity or a sense of not belonging in their peer group. What can help learners navigate these difficulties and nurture their well-being?

‘Well-being is best supported when schools create environments where challenge is appropriate, mistakes are viewed as an essential part of learning, and pupils are valued for their effort, curiosity and personal growth rather than simply for being a high achiever,’ says Natalie Jensen of Coram Potential Plus, a charity supporting those with high learning potential.

As ‘chronic under-challenge’ can affect motivation, engagement and self-esteem, providing opportunities for deeper thinking, creativity and intellectual exploration is an important aspect of supporting well-being. ‘Teachers can also ensure that more able learners have opportunities to learn with intellectual peers through collaborative enquiry, enrichment activities, clubs, competitions or flexible grouping,’ says Natalie. ‘These experiences help foster a sense of belonging, reduce feelings of isolation, and provide the reciprocal challenge that many high learning potential learners need to thrive, both academically and emotionally.’

Typically, more able learners have an intense desire to succeed and place huge importance on academic achievements, says Rob. But underpinning this striving for achievement is a need for validation, approval and ‘a sense of mattering’. Teachers showing interest and care for students may be enough to transform how they evaluate or perceive themselves and their sense of what they can achieve.

Matt agrees. ‘Belonging is vital. If learners don’t feel that they can fully participate in school life – in the social and emotional environment, as well as in the academic – they are likely to disengage and perhaps even absent themselves.’

Perfectionism puts more able learners at greater risk of mental health issues, according to research. They tend to be unhappier, lonelier and have lower self-esteem, which may explain why they often don’t respond well to failure and setbacks. Combatting perfectionism in the science classroom is achievable and strategies to reframe it can promote a healthier and more motivated attitude.

NACE advises keeping expectations realistic and personal to each learner. Avoid focusing on errors when work reflects a student’s best effort and normalise mistakes by focusing on creativity, problem-solving and learning through trial and error. Give feedback on the quality of work, not on the student’s qualities, and use rewards and sanctions thoughtfully.

With the right support for learning and well-being, students with high potential can flourish, and adopting a challenge approach within a supportive environment can benefit every pupil.