The Duck Dilemma: Gifted Students and the Fight Beneath the Surface

You’ve likely seen a duck gliding across the water—its movements seem effortless and smooth. But just below the surface, those little feet are paddling away furiously, working hard to keep up that illusion of calm. 

This is the perfect metaphor for so many of our gifted and talented high school students--especially as we reach the midpoint of the semester. On the surface, they appear to have it all together. They generally get good grades, their test scores are impressive, and they’re often involved in multiple extracurricular activities. To the outside world, they’re floating along seamlessly through school, with no apparent struggles. But underneath? Oh…underneath, things often look very different.

For many of these students, life feels like that furious paddling under the water—there’s a constant struggle to maintain the image of success and to meet the high expectations that come with being labeled ‘gifted.’ They may struggle with perfectionism, feeling that nothing they do is ever quite good enough. They may grapple with executive functioning challenges—staying organized, managing time effectively, and balancing all their responsibilities. And let’s not forget—they’re still teenagers, figuring out who they are, how they fit into the world, and what they want for their future.

So, what can we as educators do when we recognize that a gifted student isn’t just effortlessly gliding along but is struggling below the surface? The first thing we need to do is look beyond the surface. That’s the hard part, right? When a student seems successful, it’s easy to assume they’re doing just fine. But it’s important to take the time to check in with them, not just academically but emotionally. Sometimes, the students who seem the most put-together are the ones who need the most support.

We also need to create an environment that fosters growth without adding extra pressure. These students often feel pressure from themselves, from their peers, their parents, and from society to perform at a high level all the time. As educators, we have a unique role in helping to ease that burden. It’s about encouraging excellence without demanding perfection. We can give them room to make mistakes, to learn from those mistakes, and to understand that perfection isn’t the goal—growth is.

Another key way to support gifted students is by teaching them strategies for managing their workload and responsibilities. Offering guidance in areas like time management, study skills, and organization can be a game changer for students who struggle with executive functioning. We’re often quick to dismiss these lessons because we can assume gifted students learn them on their own or have honed them as innate abilities. Even a brief conversation about breaking down a big project into smaller, manageable tasks can make a world of difference. These are skills that don’t always come naturally to gifted students, and taking the time to teach them can help reduce their anxiety and overwhelm.

Finally, we need to remind ourselves—and our students—that they are more than just their academic achievements. It’s easy for gifted students to get caught up in the idea that their worth is tied to their success in school. But who they are as people—their kindness, their creativity, their passion for the things they love—those are just as important, if not more so.

To educators: remember that your students are like those ducks on the water. Some of them may seem to be gliding effortlessly, but you never know what’s happening just below the surface. Be the one who looks deeper, who sees their potential but also their struggles. You have the power to make a huge difference in their lives by offering support and encouragement without adding pressure.

And to the students who might be reading this—it's okay to struggle sometimes. It’s okay to not have everything figured out. Perfection isn’t the goal—progress is. You’re more than your grades, more than your achievements. You are enough, just as you are. Keep paddling, everyone. Keep moving forward, both above and below the surface.

You’ve got this.