Giftedness and High School Dropouts - Neag Center for Gifted ...

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Other studies have focused on school-related factors, such as the failure of the
school to address the needs of gifted students and their learning styles (Robertson, 1991).
French (1969) reported that the reasons high ability dropouts give for withdrawing from
school are similar to those of average dropouts; for example, disliking school, wanting to
get a job, or getting married. Lajoie and Shore (1981) indicated that school pressures for
conformity, rather than a lack of interest in school, might create a stumbling block for the
potential dropout. Robertson (1991) indicated that schools fail to present curricula that
address the appropriate learning styles of gifted students. Because gifted students often
think in a holistic way, they tend to dislike routine and rote tasks. As proof, she indicated
that many gifted scientists, writers, and artists dropped out of elementary and secondary
school. She stated:
Gifted children are qualitatively different from others, and those who are potential
dropouts are qualitatively different from other gifted children. . . . An important
dimension of the culture of a school is respect for self, for others, and for the
school environment. . . . Also, both gifted and at-risk students are clear when they
discuss the irrelevance of the curriculum. . . . It appears that the gifted potential
dropout needs the following: an experiential learning process, individual projects
of the students' own choice, challenging and difficult problems within the real
world, some competition and challenge from others, the ability to make decisions
for self regarding what will be learned and how it will be learned. Gifted students
who may drop out of school need to work with a teacher who models a consultant
role or works as a smart colleague in a mentor relationship. (pp. 69-70)