What is Profoundly 'Gifted'?

This post specifically focuses on ‘giftedness’ as an interpretation understood to describe those with high IQ.

Introduction to Profoundly 'Gifted' Minds

At GiftedAloud, we’ve had the privilege of close interactions with a number of profoundly ‘gifted’ individuals, including parenting. This experience has given us a deep understanding of their unique needs. However, as we’ve delved into researching these minds and advocating for their needs, we’ve noticed a significant gap in knowledge and acceptance. While typical ‘gifted’ resources barely scratch the surface of their unique requirements, it’s essential to explore what sets them apart from one another as well.

Profoundly 'gifted' individuals exhibit extraordinary intellectual capabilities that significantly surpass the norm. Defined by researchers and psychologists, profound 'giftedness' is often identified through standardised testing and a profile of traits and development patterns, where individuals score in the 99.999th percentile or higher. This equates to an IQ score of 165 or above by some definitions and 145 by others, distinguishing them from those who are mildly, moderately, or exceptionally 'gifted.' Please note that although it is not possible to score so highly without being 'gifted,' lower scores can be found in profoundly 'gifted' individuals who are twice-exceptional or have other reasons to underscore. Different cultures can also define this differently.

The rarity of profound 'giftedness' cannot be overstated, while many psychologists believe there may be more than first thought from IQ scores alone. Estimates suggest that profoundly 'gifted' individuals constitute approximately 0.1% of the population; other estimates suggest far fewer, making them an exceptionally rare subset. From some estimates, at the higher end of the definition, it is unlikely a profoundly 'gifted' individual will meet more than a few others in their lifetime, if any, which can be an incredibly lonely experience in life and leaves them at great risk of the three M's - misidentification, misunderstanding, and mistreatment. This rarity and risk underscores the necessity for tailored educational approaches and support systems that address their unique, all-round needs.

Profoundly 'gifted' minds often exhibit early signs of advanced development across their milestones, such as early movement, speaking, social development, reading, exceptional memory, and rapid learning abilities, further setting them apart from their peers. The traits, strengths, and struggles often found in 'gifted' individuals are at their most extreme at this end of the spectrum.

We must remember that they are all individuals. Still, other traits often found are early humour, vivid imaginations, strong empathy, strong emotional intelligence, deep sensitivity, heightened senses, energy, strong morals, resilience and persistence, hyperfocus, metacognition, divergent thought patterns, resistance to step-by-step and rote learning, unique problem-solving abilities, endless questioning, early existential concerns, uneven development, and deep awareness.

At the heart of the highly and profoundly 'gifted' are several core traits often found in these individuals that transcend mere academic prowess. They often exhibit intense curiosity and an insatiable thirst for knowledge that drives them to delve deep into subjects. They can possess advanced reasoning skills, allowing them to understand complex concepts with ease. Their creative thinking is common and often leads to innovative solutions to problems, while they often have emotional depth and empathy that add a rich layer to their experiences. In fact, due to their different brain structure, the above are common among the profoundly 'gifted.'

Understanding the unique characteristics of profoundly 'gifted' individuals is paramount for providing effective support and education and beyond. Traditional educational models frequently fall short of meeting the intellectual and emotional needs of these individuals, leading to potential underachievement, harm to well-being and social isolation. Specialised programs and curricula that challenge their advanced abilities, allow for creativity, and foster their interests are crucial in nurturing their potential.

Moreover, profoundly 'gifted' individuals often possess heightened sensitivities and intensities, more so than those at the lower end of the spectrum, which can manifest as emotional and social challenges. Their asynchronistic development is also more pronounced than other 'gifted' peers. Recognising these traits and complications is essential for educators and parents to create supportive environments that cater to both the intellectual and emotional well-being of profoundly 'gifted' students.

In essence, profoundly 'gifted' minds are defined not only by their extraordinary intellectual capacities but also by their unique emotional and social characteristics, their commonly heightened over-excitabilities across the imaginational, physical, sensory, and emotional domains, and their different brain development patterns. A comprehensive understanding of these traits is vital for fostering their development and ensuring they receive the appropriate educational and emotional support they require.

The traits of the highly 'gifted' are often lauded, paving the way to extraordinary accomplishments. History is replete with 'gifted' writers, artists, and scientists like Einstein, Picasso, Dickens, and Hawking, whose profound achievements have shaped our world. Yet, these same traits can be double-edged swords, necessitating support and understanding to avoid pitfalls such as social isolation, mistreatment and educational mismatches.

Cognitive and Brain Differences

Profoundly 'gifted' individuals exhibit unique cognitive and neurological distinctions that set them apart from their peers. Research has shown that these individuals often possess increased neural connectivity, which enhances their ability to process and integrate information more efficiently. This heightened connectivity is particularly evident in the prefrontal cortex and parietal lobes, areas of the brain associated with higher-order cognitive functions such as problem-solving, creativity, and complex reasoning.

Studies employing neuroimaging techniques, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) scans, have provided valuable insights into the brain structure and function of profoundly 'gifted' individuals. One notable finding is the increased activity in the default mode network (DMN), a network of brain regions that supports introspective thinking and mind-wandering. This heightened DMN activity is linked to enhanced creativity and the ability to generate novel ideas.

Moreover, profoundly 'gifted' individuals often exhibit a higher density of white matter, the brain tissue that facilitates communication between different brain regions. This increased white matter density is believed to contribute to their rapid learning speed and exceptional problem-solving abilities. The enhanced connectivity allows for more efficient transmission of information, enabling these individuals to assimilate and apply knowledge at a remarkable pace.

Another key difference lies in the structural organisation of the brain. Profoundly 'gifted' individuals frequently show variations in the cortical thickness and volume of specific brain regions. For example, the prefrontal cortex, which plays a crucial role in executive functions and decision-making, tends to be more developed in these individuals. This advanced prefrontal cortex development is associated with superior analytical skills and strategic thinking. Pruning of the brain happens later in these individuals than their peers, leaving executive skills lagging as their brain absorbs information for longer.

These cognitive and neurological differences collectively contribute to the exceptional abilities observed in profoundly 'gifted' individuals, and struggles. Their advanced neural architecture not only facilitates superior problem-solving and creativity but also underpins their ability to learn and adapt swiftly. Understanding these distinctions provides valuable insights into the unique capabilities of profoundly 'gifted' minds and underscores the importance of nurturing their potential whilst supporting their needs.

Unique Behavioral and Emotional Traits

It’s essential to recognise that profound 'giftedness' is a lifelong trait; a profoundly 'gifted' child becomes a profundly 'gifted' adult regardless of achievement. Unlike some developmental phases, 'giftedness' doesn’t diminish over time. Other children don’t 'catch up,' and it’s not merely about being ahead or behind—it’s a unique neurodiverse profile that extends far beyond intellectual intelligence, talent, or achievement. Even in instances of educational neglect, where the others begin to zoom ahead as the profoundly 'gifted' childs needs have been neglected, the child retains a diverse profile and unique outlook.

Profoundly 'gifted' individuals often exhibit a range of unique behavioral and emotional traits that distinguish them from their peers. One of the most prominent characteristics is an intense curiosity. This insatiable desire to understand the world drives them to explore subjects in great depth, often leading to advanced knowledge and innovative thinking. For example, a child with profound 'giftedness' might delve deeply into astrophysics at an age when their peers are just beginning to understand basic science concepts.

Another significant trait is perfectionism. While striving for excellence can lead to remarkable achievements, it can also pose challenges. Profoundly 'gifted' individuals may set extraordinarily high standards for themselves, sometimes resulting in frustration or self-criticism when those standards are not met. This perfectionism can permeate various aspects of their lives, from academic pursuits to personal projects, creating both a source of motivation and potential stress.

Profoundly 'gifted' individuals are often emotionally and perceptually highly sensitive. This heightened sensitivity can make them more attuned to their environment and the emotions of others, fostering deep empathy and strong interpersonal connections. However, it can also make them more susceptible to feeling overwhelmed or anxious in stimulating or challenging situations. For instance, a profoundly 'gifted' child might struggle with noisy, crowded environments, finding them more distressing than their neurotypical peers would.

Emotional depth is another hallmark of profoundly 'gifted 'minds. These individuals often experience emotions more intensely and may have a sophisticated understanding of complex emotional states from a young age. This can lead to enriched personal relationships and a profound appreciation for art, literature, and other human experiences. However, it can also make navigating social interactions more complex, as their emotional responses may not always align with those of their peers.

In summary, the unique behavioral and emotional traits of profoundly 'gifted' individuals present both opportunities and challenges. While their intense curiosity, perfectionism, sensitivity, and emotional depth can drive exceptional personal growth and achievements, they can also require careful management to ensure balanced personal and social well-being.

Challenges in Identification and Education

Identifying profoundly 'gifted' individuals presents a myriad of challenges, primarily due to the limitations inherent in traditional assessment tools and the complexity of their cognitive profiles. Standard IQ tests, while useful for a broad spectrum of intelligence measurements, often fall short in capturing the full extent of exceptional intellectual abilities. Profoundly 'gifted' minds may exhibit asynchronous development, where their intellectual capabilities far exceed their emotional or social development, leading to potential misdiagnoses such as ADHD or autism spectrum disorders. These misdiagnoses can obscure the true nature of their 'giftedness,' delaying or preventing appropriate educational interventions. Twice-exceptional individuals are found more frequently at this end of the spectrum, complicating identification, and asynchronous development can make this even more difficult to identify as their unique ways and profile of strengths and weaknesses as the brain can develop out of sync can prevent them from appearing 'gifted.' Additionally, their heightened awareness can lead to unusual responses and assumptions of misunderstanding. They are at the most significant risk in the education system of all 'gifted' children.

Moreover, the one-size-fits-all approach prevalent in many educational systems is ill-suited for profoundly 'gifted' individuals. Traditional classroom settings, with their standardised curricula, often fail to provide the intellectual stimulation required to keep these students engaged and step-by-step learning is at odds with their learning needs. Profoundly 'gifted' students need personalised learning plans that cater to their unique needs, providing opportunities for accelerated (but creative) learning, deep dives into areas of interest, and interaction with intellectual peers. Without such tailored educational experiences, these students are at risk of underachievement and disengagement, and their well-being can be affected.

Early identification and intervention are crucial in addressing the educational needs of profoundly 'gifted' individuals. Recognising their advanced cognitive abilities at an early stage allows for the implementation of specialised educational strategies that can nurture their talents and support their overall development. Personalised learning plans, flexible curricula, and mentorship programs are essential components in fostering an environment where profoundly 'gifted' minds can thrive, as are opportunities for meeting peers with similar interests. By addressing these challenges head-on, educators and parents can ensure that profoundly 'gifted' individuals receive the support they need to reach their full potential.

Positive Outcomes and Potential Pitfalls

Profoundly 'gifted' individuals often exhibit remarkable academic and professional achievements that set them apart. Their exceptional intellectual capabilities enable them to excel in various fields, contributing significantly to society. For instance, many profoundly 'gifted' minds have revolutionised technology, medicine, and science, leading to groundbreaking discoveries and innovations. They can channel their energy into the arts, leaving behind works that leave us in awe. Their ability to think critically and solve complex problems is unparalleled, often resulting in accolades such as prestigious awards, scholarships, and recognition from academic institutions and professional organisations.

However, the journey of a profoundly 'gifted' individual is not without its challenges. One of the potential pitfalls is social isolation. Due to their advanced cognitive abilities, profoundly 'gifted' individuals may struggle to find peers with similar intellectual interests, leading to feelings of loneliness and isolation. This can impact their social development and overall well-being. Additionally, underachievement is another concern, as the lack of appropriate educational opportunities and support can prevent these individuals from reaching their full potential. They may become disengaged or frustrated if their intellectual needs are not met, resulting in underperformance.

Mental health issues are also a risk to profoundly 'gifted' individuals. The pressure to excel and the high expectations placed upon them can lead to anxiety, depression, and other mental health challenges. Overthinking and burnout are common. Finding others on the same emotional level can also lead to loneliness. Balancing their intellectual pursuits with emotional well-being is crucial for their overall development. Despite these potential pitfalls, many profoundly 'gifted' individuals have successfully navigated these challenges. For example, mathematician and Nobel laureate John Nash battled mental health issues yet made groundbreaking advancements in game theory.

In conclusion, while profoundly 'gifted' individuals possess unique characteristics that enable them to achieve remarkable outcomes, they also face distinct challenges. By understanding and addressing these potential pitfalls, society can better support and nurture these exceptional minds, allowing them to reach their full potential and contribute meaningfully to the world.

Our future blogs will look into these areas in more detail to gain a wider understanding.

Supporting Profoundly 'Gifted' Individuals Throughout Life

Supporting profoundly 'gifted' individuals throughout their lives requires a multifaceted approach that addresses their unique intellectual, emotional, and social needs. Parents, educators, and psychologists play pivotal roles in this support system, each contributing to fostering resilience, encouraging a balanced life, and nurturing their exceptional traits.

For parents, creating a nurturing and stimulating home environment is fundamental. Profoundly 'gifted' children often exhibit intense curiosity and advanced cognitive abilities that require considerable intellectual stimulation. Parents can provide support by facilitating access to diverse learning resources, encouraging exploration of interests, and advocating for appropriate educational accommodations. Emotional support is equally critical; profoundly 'gifted' individuals may experience heightened sensitivities, loneliness, and asynchronous development, necessitating a compassionate and understanding approach to their emotional and social challenges.

Educators, on the other hand, have the responsibility to recognise and cultivate the unique needs of profoundly 'gifted' students within the educational system. Differentiated instruction, acceleration programs, and opportunities for advanced coursework are essential strategies to engage and challenge these students. Creative and open learning is also essential. Collaborative efforts between parents and educators can ensure that profoundly 'gifted' individuals receive a tailored educational experience that aligns with their exceptional abilities and unique differences. Additionally, promoting social integration through peer groups and extracurricular activities can help these students build meaningful relationships, and understanding that the child being lonely often means they have found no like-minded peers, not lack of social skills.

By fostering emotional resilience and self-awareness, mental professionals can help profoundly 'gifted' individuals navigate the complexities of their inner experiences and external expectations.

Overall, creating environments that nurture the unique talents of profoundly 'gifted' individuals while addressing their specific needs is paramount. A holistic approach that involves parents, educators, and mental health professionals can ensure that profoundly 'gifted' individuals thrive both intellectually and emotionally, achieving their full potential throughout their lives.

Understanding Struggles

Their intense inquisitiveness fosters deep understanding, but traditional education’s step-by-step learning can stifle their progress. They thrive on grasping the entire picture, not just isolated facts. Repetition is their bane; they yearn for intellectual freedom and creative opportunities.

Consider their creativity: a young child’s boundless imagination can lead to groundbreaking inventions or be suppressed in a fact-driven society. Their remarkable memory can recall entire poems instantly yet may falter on mundane details that fail to captivate them. Emotional sensitivity enriches their relationships and artistic expressions but also exposes them to profound hurt and ethical dilemmas. Their perfectionism drives excellence but can also paralyse them with fear of failure.

Profoundly 'gifted' individuals can often excel across multiple disciplines, while mildly 'gifted' peers are more likely to specialise in one area. However, this versatility can lead to restlessness and a lack of focus. Uneven maturation presents another challenge for children: due to asynchronous development, they may be many ages at one time, excelling at some areas while struggling with others.

Elevated intellectual skills are a hallmark of 'giftedness,' often characterized by a high IQ, exceptional logical reasoning, and rapid knowledge acquisition. These abilities enable gifted individuals to understand complex concepts quickly, solve problems creatively, and easily learn new information. However, this intellectual prowess can also present unique challenges.

On one hand, these skills can lead to significant achievements and recognition. They may excel in academic competitions, contribute to research, or innovate in their chosen fields at an early age.

On the other hand, the same traits can create a sense of isolation. Peers may struggle to relate to their advanced interests, imagination, and ideas, leading to social disconnect. In educational settings, the pace, style, and depth of standard curricula may fail to engage or challenge them, resulting in boredom and disengagement.

Furthermore, heightened intellectual capabilities can lead to heightened expectations from others, placing undue pressure on the individual. The fear of not meeting these expectations can cause anxiety and perfectionism, hindering their willingness to take risks or try new things where they might not immediately excel.

In essence, while elevated intellectual skills are advantageous and can open doors to numerous opportunities, they must be nurtured with care to prevent potential downsides such as social isolation, educational mismatch, and emotional stress.

Lastly, slow executive functioning often belies their rapid cognition. Simple queries transform into intricate puzzles as their minds wander through more profound thoughts.

Let’s consider the story of Lana, a five-year-old with an IQ that reached the ceiling of the tests and the ability to read and comprehend adult-level material. Her cognitive agility was extraordinary, absorbing information effortlessly and weaving together disparate ideas with ease. Lana’s imagination knew no bounds; she crafted entire worlds and conversed with imaginary friends, demonstrating the boundless creativity of the profoundly 'gifted.'

Yet, despite her intellectual prowess, Lana struggled in the traditional school environment and was moved from the 'gifted' class to the special needs classroom. The rapid pace of her thoughts made neat writing a challenge, and her advanced abilities were often misunderstood. One day’s scribbles were another day’s masterpieces; her drawings were not mere scribbles but clothes swirling in the wind, a concept too abstract for the adults to appreciate.

Many of her educators failed to recognise her numeracy skills, mistaking her imaginative play with numbers and letters for an inability to count or understand basic phonics. Despite her reading at adult level and easily weaving together disparate ideas, adults dismissed her talents as mere memory and an overactive imagination, unable to see the intelligence behind her differences. All too often, the importance of these traits is underplayed and misunderstood.

Lana’s refusal to conform to conventional expectations—whether it was arranging numbers in order or writing neatly—stemmed from her creative interpretations and sensitivity to classroom noise, which often overwhelmed her. Yet, when presented with a challenge that sparked her interest, like solving a playful mystery or embarking on a literary treasure hunt, Lana’s brilliance shone through.

There is a disconnect between 'gifted' children and our understanding of intelligence, where the educational systems are ill-equipped to accommodate their unique ways of thinking. Profoundly 'gifted' children like Lana often don’t see their brilliance; instead, they perceive their differences as shortcomings because they don’t align with traditional academic norms. This misalignment erodes their self-assurance and diminishes their intrinsic passion for learning, leading to self-doubt, isolation, and emotional distress.

It's crucial to recognise and nurture these incredible minds so they continue to color our world with their brilliance.

Our platform celebrates the multifaceted nature of ‘giftedness’ and its global significance. As the concept of ‘giftedness’ expands in many countries, we recognise its holistic impact on education and society. In our discussions, we acknowledge that inclusion does not imply exclusion. Specifically, when we focus on individuals with IQs above 130—a neurodiverse group with unique needs and often asynchronous development—we make it clear that this is the group under discussion. When addressing ‘giftedness’ as high ability, talent, or other interpretations of the term, we remain transparent about the variations within this group. This post specifically focuses on ‘giftedness’ as an interpretation understood to describe those with high IQ.