Why acceleration is an effective intervention for gifted students

Gifted students have specific educational needs. They learn faster, process complex concepts with ease, and often have a strong curiosity for new knowledge. For teachers and other education professionals, it can be a challenge to sufficiently challenge and engage these students. One of the most effective, scientifically backed interventions is acceleration. This article explains why acceleration works, dispels some misconceptions, and provides practical examples and guidance for education professionals.

What is acceleration?

Acceleration means that a student progresses through the curriculum faster than their peers. This can happen in various ways, such as skipping a grade, early entry into secondary education, or taking specific subjects at a higher level. It doesn't always have to involve skipping an entire grade. Partial acceleration, such as for just math or language, is also a valuable option.

For example, a 6-year-old who is already reading at a 4th-grade level could move up to the 2nd grade instead of staying in the 1st grade. This stimulates the student's intellectual curiosity and prevents boredom. Research shows that acceleration is not only effective in meeting the needs of these students, but also much more flexible than often thought (Bernstein et al., 2020; Steenbergen-Hu et al., 2016). It doesn’t always have to involve skipping a whole grade; subject acceleration, such as for math or languages, is also a viable option.

The science behind acceleration

Why does acceleration work so well? Research has shown for decades that acceleration is an effective strategy for gifted students. A meta-analysis by Steenbergen-Hu and Moon (2011) found that accelerated students generally perform better than non-accelerated students. They achieve higher grades, are more likely to attend prestigious higher education institutions, and graduate earlier.

For example, a student who skips the second year of secondary school and directly starts the third year could begin university studies at the age of 17. In fields with long programs, such as medicine, this can be a significant advantage.

Furthermore, acceleration not only provides academic benefits. Long-term research by Bernstein et al. (2020) shows that accelerated students experience the same or even higher levels of psychological well-being compared to their non-accelerated peers. This proves that concerns about potential emotional harm from acceleration are often unfounded.

Myths about socio-emotional well-being

A common misconception is that acceleration negatively affects the socio-emotional development of students. Parents and teachers often fear that a student will not be able to adjust to older classmates or will feel lonely. However, scientific research does not support these concerns.

A systematic review by Schuur et al. (2020) concluded that accelerated students function socio-emotionally just as well as their non-accelerated peers. In some cases, they even develop stronger social skills because they are surrounded by students who are better aligned with them intellectually and in terms of interests.

For example, a 10-year-old girl who skips the final year of elementary school and enters the first year of secondary education may feel more at home because she is intellectually challenged and connects with older students who share similar interests, such as programming, physics, reading, music, art, or solving complex math puzzles. Additionally, these students may also have an equivalent emotional developmental level, which further facilitates social interactions.

Why acceleration works

Gifted students not only learn faster but also in a deeper way than their peers. Their ability to see complex connections and think abstractly requires a learning environment that matches their capabilities. When these students are not sufficiently challenged, boredom and frustration can lead to underperformance, loss of motivation, and even behavioral problems, such as avoidance or disruptive behavior in the classroom. For example, a student who already understands algebra might feel frustrated when they are still asked to complete simple arithmetic tasks. Acceleration prevents this boredom and provides the cognitive stimulation these students need to continue developing (Ogurlu, 2021; Bernstein et al., 2020).

Acceleration gives students the opportunity to learn at an appropriate level, allowing them to achieve not only better academic results but also an increase in motivation and self-confidence. Research by Steenbergen-Hu and Moon (2011) shows that accelerated students perform significantly better on standardized tests and achieve higher grades. Furthermore, they feel recognized for their abilities, which has a positive impact on their overall well-being (Schuur et al., 2020). The feeling that their talents are valued strengthens their intrinsic motivation and increases their commitment to schoolwork. For example, an 11-year-old boy who starts the second year of secondary education instead of the 6th grade, gets the challenging math he craves. This helps him flourish and see his abilities acknowledged. Or consider a 9-year-old girl who receives subject acceleration in languages, such as French or English, gaining access to advanced literature that not only stimulates her creativity but also strengthens her analytical thinking skills. This recognition and stimulation play a crucial role in increasing their motivation and performance.

There are also significant social-emotional benefits. Gifted students who are placed with older peers often find it easier to connect. Imagine a 4-year-old who can already read fluently and solve complex puzzles. By allowing this child to join a higher grade, they can play and learn with peers who share similar interests and developmental levels. This not only provides cognitive stimulation but also social benefits, such as building friendships with children who share the same curiosity and thinking style. These connections contribute to a more positive school experience and better social adjustment (Schuur et al., 2020).

Acceleration has the potential to significantly improve students' future opportunities. By starting higher education earlier, they gain more time to specialize and refine their skills, which is particularly valuable in fields that require long studies, such as medicine, engineering, law, or sciences (Bernstein et al., 2020). For example, a student who accelerates through high school and begins a technical degree at university at age 16 can not only earn a degree sooner but also gain valuable work experience faster in a competitive job market. A student starting a university biomedical sciences program at 16 could earn a master's degree by age 22 and progress more quickly into a PhD or research career. This early start provides a significant advantage and increases the chances of success in complex and demanding fields.

Finally, acceleration not only benefits the individual student but also society as a whole. Gifted children who are properly supported often have great potential to contribute to innovation and progress in scientific, technical, and creative sectors. By giving them the opportunity to fully harness their talents, not only their future but also that of society is strengthened (Ogurlu, 2021; Miravete, 2022). Therefore, acceleration is more than an individual intervention: it is an investment in talent development and societal progress.

How to choose acceleration?

While acceleration offers many benefits, it’s important that the decision is made carefully. Not every gifted student benefits from it, and it’s essential to evaluate both the cognitive and socio-emotional aspects of the student. Acceleration can be a powerful intervention, but if implemented too quickly or without sufficient justification, it can lead to stress or social isolation. Therefore, it is crucial to gain a complete understanding of the student's needs, abilities, and personality before taking this step.

A didactic assessment is often a crucial step and even more important than an IQ test. This assessment provides insight into a student's academic performance and shows whether they are actually functioning at a higher level than their current peers. For example, it may reveal that a student excels in math and language, but has areas for improvement in spelling or work habits. An IQ test can be useful to measure learning potential and cognitive abilities, but it provides less insight into the specific academic skills needed for successful acceleration.

Additionally, classroom observations can provide valuable information. By observing how a student behaves, collaborates, and responds to challenges, a clearer picture can be formed of their socio-emotional skills and motivation. For example, a student who independently tackles complex tasks and eagerly explores new material may be better prepared for acceleration than a student who still struggles with concentration or handling setbacks (Miravete, 2022; Ogurlu, 2021).

Imagine an 8-year-old boy in the 3rd grade who appears ready for acceleration because his math and reading comprehension skills are at a 5th-grade level. However, a didactic assessment reveals that he struggles with long writing assignments and becomes uncertain when he makes mistakes. Classroom observation shows that he often seeks a lot of support from the teacher and sometimes displays socially withdrawn behavior. Based on this information, a decision can be made to implement subject acceleration, where he moves to a higher level for math and receives enrichment for language, while staying in his current class for other subjects and social activities. This provides a gradual transition and an opportunity to further develop his social skills and self-confidence.

By carefully making such considerations, educators can ensure that acceleration becomes not only an academic success but also contributes to the student's overall well-being. The process requires collaboration between teachers, parents, specialists, and the student themselves to ensure the chosen approach aligns with individual needs and circumstances.

To support teachers and schools in making a well-informed decision, Hoogbloeier® has developed a helpful infographic. This infographic includes ten practical steps to assess whether acceleration is the right choice. It is available as a poster for the teacher's room and as a bookmark for notes or books. These tools provide guidance for a structured approach and can help align all involved parties – students, parents, and schools.

Conclusion

Acceleration is a powerful intervention for gifted students, supported by decades of scientific research. It can contribute to better academic performance, increased motivation, and improved well-being, while also offering opportunities to enhance students' future prospects. For teachers and education professionals, it provides a way to fully tap into the potential of these students and help them thrive.

If you are considering accelerating a student, it is essential to carefully guide this process. Use available tools, such as the Hoogbloeier® infographic, and collaborate with parents and specialists, such as a partner of Hoogbloeier®, to make an informed decision.

References

• Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2020). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology, 113(4), 830–845. https://doi.org/10.1037/edu0000500
• Miravete, S. (2022). Should talented students skip a grade? A literature review on grade skipping. European Journal of Psychology of Education, 37(4), 947–973. https://doi.org/10.1007/s10212-022-00614-z
• Ogurlu, U. (2021). Overview of meta-analyses on giftedness. Gifted and Talented International, 36(1), 3–15. https://doi.org/10.1080/15332276.2021.1893135
• Schuur, J., van Weerdenburg, M., Hoogeveen, L., & Kroesbergen, E. H. (2020). Social–emotional characteristics and adjustment of accelerated university students: A systematic review. Gifted Child Quarterly, 64(2), 1–23. https://doi.org/10.1177/0016986220969392
• Steenbergen-Hu, S., & Moon, S. M. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55(1), 39–53. https://doi.org/10.1177/0016986210383155
• Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849–899. https://doi.org/10.3102/0034654316675417

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