We readily describe them as “little geniuses”, but the reality of students with high intellectual potential is more nuanced. Defined by an IQ greater than or equal to 130, these children, who represent approximately 2% of the population, often combine extreme curiosity, abundant imagination and great emotional intensity, with an almost permanent need for reflection and new questions.
Faced with a program designed for the “average” of the class, this intensity sometimes creates sparks. A banal school situation crystallizes tensions: group work. For HPI students, this moment puts them beside themselves and feels like a trap.
Group work: the situation that puts some HPI students beside themselves
“In class, these are students who actively search for the meaning of words, because they are motivated by the need to understand. For example, they use the online dictionary very regularly. This allows them to quickly answer their questions”describes Naïma Page to Figaro Étudiant. Pauline de Saboulin Bollèna notes the same thing: “The dictionary is a fairly common reading among gifted children. They even enjoy playing with it.” “They like to look up random words in the dictionary and learn them.”
“As these are children who like to explore subjects in more depth, who need to be intellectually stimulated, generally in class, these students show a real appetite for working independently,” observes Naïma Page. “It’s very observable, both in elementary and secondary schools.” “They don’t want to work in groups,” she summarizes. For psychologist Arielle Adda, it’s consistent: “They are often better off alone because they have their own pace, are ahead of the curve, and not very interested in other people’s chatter or interests.”
Why group work exhausts the brains of HPI students
In group work, the difference in pace is obvious.
“They do all the work alone. They go faster, quickly understand what needs to be done and get annoyed when others drag on,” observes Arielle Adda. For the HPI student, waiting for instructions, dealing with chatter or negotiating each step gives the impression of wasting time.
This impression strengthens with the speed of thought. “Their brain works quickly. Explaining to others, integrating their rhythm seems to them a waste of time”, notes Naïma Page. Research describes very intense intellectual and emotional reactions in many young HPI students: frustration, anger, sometimes tears, when they have to slow down.
Adapting group work to HPI students: tips from specialists
Faced with these reactions, educational teams choose to adjust the framework rather than renounce all cooperation. The Iféa network focuses on differentiation: “We offer them independent projects, additional challenges. This gives hope to their desire for autonomy,” explains Naïma Page. Other teachers alternate between small, clearly structured groups, tutoring and time where the HPI student works alone, without systematically imposing group work.