“I’m bored.” These two little words might strike fear into a
parent’s heart. Why? Because we feel like it’s our job to rectify
it. While some degree of boredom is good for kids (it helps
motivate them to do something about it), at other times, it can
signal that intervention is needed.
Not all children experience boredom the same way. When the
child is gifted, it complicates the situation even further. These
kiddos have a different way of looking at the world. With their
need for in-depth intellectual stimulation, they may find regular
schoolwork or activities unchallenging, unstimulating, or tedious.
And the shuddering phrase, “I’m bored,” echoes from the rafters—a
red flag that could indicate a few things:
It’s too easy:
When students feel unchallenged, they may express it as
boredom. They’re used to doing their work without much (or any)
effort. The one skill they develop from this environment is the
ability to “call it in.”
When this happens month after month, their motivation drops,
leading to boredom and frustration. To prevent underachievement,
these students need differentiated instruction or more complex
tasks. Only later, maybe in college, do they have to study. Students
shouldn’t have to wait twelve years or more to feel engaged with
their learning.
It’s too hard:
Sometimes students find themselves in academic situations
that are more challenging than they bargained for. Perhaps up until
this point, they’ve never had to work at learning before. Having to
memorizing vocabulary for a second language is tedious. For them,
it may feel like boredom, so that’s the word they use, but it’s actually
that they’re finally facing a difficult task. Ask what they find boring
about what they’re doing, and the answer might surprise you.
They’re lonely:
Due to unique interests, advanced abilities, or feeling like other
children around them don’t understand them, gifted children may
feel isolated. When they say they are bored, it could indicate that
they are not connecting with others on a social or emotional level.
Finding a school with other intellectually curious kids can help build
those social connections. One of the most beautiful phrases from a
gifted child’s mouth is, “I found my people!”
They want more independence:
Gifted children often have a strong desire for self-directed
learning. If they feel restricted or limited in their choices or are not
allowed to pursue their interests, they may express boredom. Too
often, America’s educational system is fraught with a rigid approach
and checkboxes to click off.
When a child attends a school where curiosity is not only allowed
but encouraged, they finally feel unshackled. They dive deep into
an area of passion beyond teaching for the test. Projects of their
choosing or papers on topics of their choice go a long way toward
keeping a gifted child feeling engaged and having a sense of agency
in their learning.
They’re distracted by technology:
Finally, we can’t forget screens. The real world moves slower than
a YouTube video or video game. Students who spend a significant
amount of time on screens daily find slower-paced activities boring
compared to screens stimulation. If you find yourself in this situation,
find a week that works for your family and try a screen-free week.
Keep a journal to see how your child feels at the beginning of the
week and how that compares to the end of the week. Maybe at the
end of the week, they’ll have picked up toys or books that have been
gathering dust on the shelves.
When a gifted child says, “I’m bored,” it can carry a deeper meaning
than simply being bored in the traditional sense. As parents and
educators, we need to pay attention to these cues. Addressing unique
needs for intellectual challenge, social connection, and autonomy
can help prevent gifted children from experiencing disengagement,
underachievement, and other negative impacts on their overall
development.
While many parents and educators might think that
gifted kids will be okay because of their ability to learn, they are often
at risk for finding stimulation in ways that can be troublesome: drugs,
skipping school or disconnection from education in general. So
perhaps when we hear our child say, “I’m bored,” it should strike a little
fear into our hearts. And who knows, finding a way to engage them
in an area of interest (or even passion) might go a long way toward a
happy, productive young adult one day
