Written by Barbara Lazarou, Legislative Liaison, ABC Ontario - February 2026

Question:
My child has been identified as gifted, but they’re struggling in school academically, emotionally, or both. Isn’t giftedness supposed to make things easier?

Answer:
This is one of the most common and most misunderstood questions parents ask. The short answer is this: giftedness does not protect a child from struggle. In fact, it can sometimes create it.

Gifted learners often think deeply, feel intensely, and notice inconsistencies others overlook. When school does not match their learning pace, interests, or need for challenge, children may become bored, anxious, disengaged, or perfectionistic. Over time, this mismatch can look like underachievement, avoidance, or emotional distress.

In Ontario, gifted education is part of the broader Special Education framework, not a stand-alone system. This means services, programming, and even identification practices can vary widely between school boards and sometimes between schools. As a result, a child may be formally identified but still not receive learning experiences that truly meets their needs.

It’s also important to remember that giftedness is not just about academic strength. Many gifted children struggle with executive functioning, peer relationships, motivation, or self-understanding. Others may be twice-exceptional, meaning they are gifted and have a learning difference that masks their abilities or adds another layer of challenge.

If your gifted child is struggling, it is not a sign of failure - by you or by them. It is often a signal that their environment needs adjustment. Asking thoughtful questions, seeking appropriate advocacy, and focusing on fit rather than labels can make a meaningful difference.

Bottom line: