“And my mom was like, ‘Oh, you should get a tutor’ and it wasn’t because she thought I needed an A. “I didn’t think that that was bad,” Loussaert said. During her seventh-grade year, she had a B midway through the trimester and didn’t think much of it at first. Loussaert first began taking advanced classes in seventh grade with pre-algebra and has excelled in school ever since. One of these students is Clare Loussaert ’22. As the classes become more time-consuming and increasingly difficult, students become overwhelmed and can lose motivation. Students who started in the gifted program may feel pressured to continue taking advanced classes. Taking on difficult classes or classes with large workloads is also a contributing factor to burnout. Students who weren’t challenged previously are not likely to have developed a good work ethic earlier in life, depending on their natural intelligence to get them through tests and assignments. These challenges can lead to what is called “gifted-kid burnout.” Coined on social media, gifted-kid burnout is a phenomenon where once-gifted students lose motivation and start to struggle with school. By the time they reach these classes, they can be confronted with difficulties they haven’t experienced before. When they get to high school, students who were placed in the program may be more likely to choose more challenging classes such as honors or Advanced Placement classes. Beginning in elementary school, a student in the program learns at an accelerated pace, usually in programs such as ICCSD’s Extended Learning Program (ELP). Within a student’s school life, they may be accepted into a program for “gifted and talented” students. Junior Clare Loussaert poses in the West High commons.
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