Intellectual giftedness and psychological well-being: risk factors, protective factors, and the role of family support

Neuropsychologist Diego Alvarado Vito addresses the protective and risk factors that influence the psychological well-being of children with high intellectual abilities (HIA). 

Introduction

High intellectual abilities (HIA) constitute a neuropsychological characteristic that affects approximately 2–5% of the child population, manifesting through exceptional cognitive functioning that is significantly above the population average. Children with high intellectual abilities present particularities in their information processing, learning speed and reasoning abilities that distinguish them from their peers, requiring a specialized understanding of their educational and emotional needs.

The impact of HIA on the emotional and social development of children is complex and multidimensional. While these abilities can represent a significant advantage in terms of academic performance and developmental potential, they can also generate unique challenges related to social integration, emotional regulation and the construction of personal identity. The emotional intensity characteristic of these children, combined with their high sensitivity and perceptual capacity, can create situations of vulnerability that require specialized attention.

The aim of this article is to comprehensively examine the risk and protective factors that influence the psychological well-being of children with HIA, as well as to analyze the fundamental role that family support plays in the healthy development of these minors. Through this analysis, it seeks to provide a holistic understanding that allows the identification of effective strategies to promote mental health in high intellectual abilities and to optimize psychological support in HIA.

What are high intellectual abilities and how do they manifest?

From a neuropsychological perspective, the manifestations of high intellectual abilities are characterized by a brain functioning that shows significant structural and functional differences. Neuroimaging studies have revealed that children with HIA show more efficient neural activation patterns, greater interhemispheric connectivity and accelerated development of certain brain areas, particularly those related to executive processing and the integration of complex information.

Common cognitive characteristics in these children include an exceptional capacity for information processing, superior learning speed, advanced working memory and notably developed abstract reasoning skills. 

These minors demonstrate a particular ease in making connections between seemingly disparate concepts, solving complex problems creatively and maintaining multiple lines of thought simultaneously. Their ability to concentrate can be extraordinary when faced with topics of interest, although paradoxically they may show difficulties with attention in contexts that are not stimulating to them.

Emotional traits are a fundamental aspect of the cognitive and emotional characteristics of high intellectual abilities. These children frequently present high emotional intensity, extreme sensitivity to environmental stimuli, deep empathy and a tendency toward perfectionism. Their capacity to perceive emotional and social nuances that other children their age might overlook can generate both a richer understanding of the world around them and a greater vulnerability to stressful or conflictive situations.

The diversity of profiles within the HIA spectrum is considerable. Some children may exhibit a specific talent in areas such as mathematics, sciences or the arts, while others present elevated abilities more generally. There is also the profile of “twice-exceptionality,” where high intellectual abilities coexist with learning difficulties, neurodevelopmental disorders or conditions such as ADHD, creating a complex picture that requires specialized and personalized interventions.

Examples of dual exceptionality with HIA

1. A child may have exceptional intellectual ability for advanced mathematics and, at the same time, present dyslexia that hinders their reading and writing. 
2. Another common case is children with high intellectual abilities who also have ADHD, which can lead to their exceptional abilities being masked by attentional difficulties, or conversely, ADHD going unnoticed because their high ability allows them to compensate for the difficulties. 
3. A third example would be a child with high intellectual abilities and autism spectrum disorder (ASD), who may show extraordinary talent in specific areas such as music or the sciences, but face significant challenges in social interaction and communication. 

These profiles of dual exceptionality require complex diagnostic assessments and therapeutic and educational approaches that address both dimensions of their functioning simultaneously.

Risk factors for the development of emotional difficulties in children with high intellectual abilities

Emotional risks in children with HIA are multifactorial and can manifest in diverse ways that significantly impact their psychological development. 

1. Mismatch between cognitive development and emotional maturity

The mismatch between their accelerated cognitive development and their chronological emotional maturity constitutes one of the most prominent risk factors. 

This developmental asynchrony can generate internal conflicts, since these children possess the intellectual capacity to understand complex concepts about life, death, social justice or global problems, but lack the mature emotional tools necessary to process these understandings in a balanced way.

2. Excessive perfectionism

Excessive perfectionism represents another significant risk factor for emotional difficulties in children with high intellectual abilities. 

This tendency can manifest as disproportionate self-demand, a paralyzing fear of failure and severe self-criticism that can evolve into anxiety, depression or mood disorders. Dysfunctional perfectionism can lead these children to avoid challenges for fear of not meeting their own high standards, thus limiting their personal and academic growth.

3. Difficulties in social integration

Difficulties in social integration constitute a particular area of vulnerability. 

Children with HIA may experience feelings of isolation and being different from their peers, especially when their interests, vocabulary or level of reasoning differ markedly from those of other children their age. This social disconnect can manifest in problems forming meaningful friendships, a sense of not belonging and, in extreme cases, rejection or bullying by peers who may perceive these differences as threatening or strange.

4. Neurological overexcitability 

Neurological overexcitability, conceptualized by Dabrowski, represents a set of intensities that can become risk factors when they are not properly understood or managed. 

Emotional overexcitability can manifest as intense and prolonged emotional reactions, while sensory overexcitability can generate hypersensitivity to environmental stimuli that results in chronic stress or avoidance behaviors.

5. Disproportionate expectations

Disproportionate expectations, both internal and external, constitute another significant risk factor. 

Children with high intellectual abilities may experience considerable pressure to constantly stand out, maintain exceptional performance across multiple areas and meet the expectations of parents, educators and society in general. This pressure can generate chronic stress, performance anxiety and a sense that their personal worth is conditioned solely on their academic or intellectual achievements.

Protective factors for the positive mental health of children with high intellectual abilities

The identification and strengthening of protective factors is fundamental to promoting mental health in HIA. 

1. Solid personal identity

The development of a solid and differentiated personal identity constitutes one of the pillars of emotional protection in HIA. This involves helping the child understand and accept their unique characteristics, develop a healthy self-esteem that does not depend exclusively on academic achievements and build a coherent personal narrative that integrates both their strengths and areas for growth.

2. Support networks  

Building diverse and meaningful support networks represents another essential protective factor. This includes identifying intellectual peers with whom they can share common interests, mentors who can guide their development and learning communities where they feel understood and valued. Specialized programs for children with HIA, academic enrichment groups and extracurricular activities can provide these necessary spaces for connection.

3. Emotional self-regulation

The development of emotional self-regulation skills constitutes a critical protective factor. This involves teaching specific strategies to manage the emotional intensity characteristic of these children, mindfulness techniques adapted to their needs, problem-solving skills and healthy coping strategies. The ability to recognize, name and regulate their emotions allows these children to navigate more effectively the unique challenges they face.

4. Growth mindset

Promoting a growth mindset versus a fixed mindset is fundamental to protecting mental health. 

The growth mindset, a concept developed by psychologist Carol Dweck, refers to the belief that abilities and intelligence can be developed through effort, practice and continuous learning. In contrast, a fixed mindset implies believing that skills are innate and unchangeable. 

For children with high intellectual abilities, promoting a growth mindset means: 

• helping them understand that their intelligence is not simply a static gift, but a capacity that can expand; 
• that mistakes are valuable learning opportunities and do not threaten their identity; 
• and that the learning process, with its challenges and efforts, is as valuable as the outcomes achieved. 

This perspective is especially protective because it reduces fear of failure, fosters resilience in the face of difficulties and prevents the child from defining their personal worth solely by their intellectual abilities.

5. Collaboration between family, school and professionals 

Effective collaboration between family, school and specialized professionals is a fundamental protective factor that deserves special attention. 

This triangulation of support creates a coherent and comprehensive safety network around the child with HIA. When parents, educators and mental health professionals work in a coordinated way, sharing relevant information and aligning their interventions, an integrated support system is generated that enhances the healthy development of the minor. 

This collaboration allows strategies implemented in one context (for example, emotional self-regulation techniques worked on in therapy) to be reinforced in other settings (home and school), maximizing their effectiveness. 

In addition, fluid communication among these three pillars:

1. facilitates early detection of difficulties, 
2. allows interventions to be adjusted according to the child’s development,
3. and ensures that all significant adults in their life understand and respond appropriately to their specific needs. 

This collaborative support network is particularly protective because it reduces inconsistencies in the child’s care approach, prevents fragmentation of care and provides a unified message of understanding and support.

The role of professionals specialized in early intervention for high intellectual abilities is crucial to establish these protective factors. Psychologists specialized in HIA can provide comprehensive assessments, develop individualized intervention plans and offer specialized therapy when necessary. Educators trained in HIA can create learning environments that appropriately challenge these students while supporting their emotional development. Interdisciplinary collaboration among mental health professionals, educators and families is essential to create a comprehensive and coherent support system.

Family support, a fundamental need

Families of children with high intellectual abilities play a fundamental role in the development of these minors’ psychological well-being. 

Family support in cases of HIA must be informed, consistent and tailored to each child’s unique needs. Effective family strategies begin with educating parents about the specific characteristics and needs of children with HIA, including a deep understanding of developmental asynchrony, emotional intensities and social challenges they may face.

Creating a family environment that values both achievements and the learning process is essential. This involves celebrating effort and perseverance, providing appropriate challenges without excessive pressure and maintaining realistic expectations that consider both the child’s strengths and areas for development. 

Parents must learn to balance support for the child’s exceptional abilities while fostering the development of all areas of their personality, including social skills, emotional intelligence and recreational interests. 

This learning can be acquired through various avenues: 

• Participation in specialized parent training programs for high intellectual abilities, which many associations and educational centers offer; 
• working with psychologists specialized in HIA who can provide individualized guidance and specific strategies for their family situation; 
• attending workshops and conferences on raising children with high intellectual abilities; 
• access to specialized literature and educational resources designed specifically for families; 
• and participation in parent support groups where they can share experiences and learn from others facing similar challenges.

These professionals and resources provide parents with the practical tools necessary to navigate the unique complexities of raising a child with HIA.

Emotional support in high intellectual abilities requires parents to develop specific skills to validate and contain their children’s emotional intensities. This includes learning techniques of active listening, emotional validation and co-regulation that help the child process their internal experiences. Parents must be prepared to address complex topics their children may raise due to their advanced understanding, providing developmentally appropriate responses without underestimating their intellectual capacity.

The importance of establishing healthy boundaries and family structure should not be underestimated. Although these children may demonstrate exceptional abilities in certain areas, they are still children who need structure, consistent boundaries and routines that support their overall development. Parents should avoid the temptation to treat them as “mini-adults” and maintain expectations appropriate to development across all areas of life.

The emotional impact on parents and caregivers of children with HIA is considerable and must be recognized and addressed. These parents may experience feelings of inadequacy, constant worry about their children’s well-being, social pressure and stress related to seeking appropriate educational resources. Complex family dynamics may arise, especially when there are siblings without HIA or when family resources are disproportionately focused on the child with high intellectual abilities.

In the face of these difficulties, it is important that parents recognize that seeking support is not only legitimate but necessary for their own well-being and, by extension, for that of the entire family. 

Family therapy can be especially beneficial to address the complex dynamics that arise, improve communication among family members and prevent or resolve conflicts related to the differentiated needs of each child. Individual or group therapy for parents can provide them with a space to process their own emotions, reduce anxiety and stress, develop coping strategies and work through feelings of inadequacy they may experience. 

In addition, parent support groups for parents of children with HIA offer validation, reduce isolation and provide a safe space to share concerns without being judged. 

The early professional intervention for these parental emotional difficulties is fundamental, since parents’ psychological well-being directly influences their ability to provide the sensitive and consistent support their children need. 

Connection with other parents of children with HIA through support groups, specialized associations or online communities can provide validation, practical resources and effective strategies. These spaces allow families to share common experiences, reduce isolation and access specialized information about educational and therapeutic resources.

Conclusions and final recommendations

The psychological well-being of children with high intellectual abilities requires a comprehensive understanding that recognizes both the unique risk factors and the specific protective factors associated with these neuropsychological characteristics. The complexity of emotional development in these children demands specialized approaches that go beyond traditional interventions, considering emotional signals in children with HIA as specific indicators that require expert interpretation.

The importance of a holistic view of development is particularly relevant in Spain, where the historical tendency has been to consider high intellectual abilities solely from an academic perspective, neglecting the emotional and social needs of these students. Psychological support in HIA must be developed as a recognized area of specialization, with professionals specifically trained to understand and address the emotional complexities associated with these characteristics.

The importance of a holistic view of development cannot be underestimated. This implies considering the child with high intellectual abilities as an integral being whose cognitive, emotional, social and physical needs must be addressed in a balanced way. The tendency to focus exclusively on intellectual abilities while neglecting other areas of development can be counterproductive and create imbalances that compromise overall well-being.

Recommendations include the need to develop collaborative support systems among families, schools and mental health professionals. Ongoing training for educators in the specific needs of students with HIA is essential, as is the development of specialized resources accessible to families from different socioeconomic backgrounds.

For all the above reasons, it is essential to promote ongoing research in the field of high intellectual abilities, particularly in areas related to mental health, effective interventions and the impact of different educational approaches. The creation of public policies that recognize the specific needs of this population and provide adequate resources for their care is an urgent necessity.

Finally, it is crucial to develop greater social awareness about HIA that goes beyond common myths and stereotypes. Public understanding that these children can face significant challenges and require specialized support is fundamental to creating more inclusive and understanding environments that promote their integral development and long-term psychological well-being. 

Bibliography

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Altas capacidades intelectuales y bienestar psicológico: factores de riesgo, factores protectores y el rol del apoyo familiar