Why Acceleration is the Best Intervention for Gifted Children

Gifted children have unique educational needs. They learn faster, often think more abstractly, and possess an immense thirst for knowledge. For parents, it can sometimes be challenging to find an educational approach that stimulates their child without causing overload. One of the most effective and scientifically supported interventions for gifted children is acceleration. This article explains why acceleration works, debunks misconceptions, and provides practical examples.

What is acceleration?

Acceleration means a child progresses through learning material faster than most of their peers. This can take various forms, such as skipping a grade, starting primary or secondary school earlier, or taking specific subjects at a higher level.

For example, your six-year-old daughter is in the first grade but is already reading books at a fourth-grade level and excelling in math. Instead of having her work on the same tasks as her classmates, she could be moved to the second grade, where she can continue to grow and have her curiosity nurtured.

Research shows that acceleration is not only an effective way to tailor education to the needs of gifted children, but it is also much more flexible than often assumed (Bernstein et al., 2020; Steenbergen-Hu et al., 2016). It doesn't always mean skipping an entire grade; partial acceleration, such as advancing only in subjects like math or languages, is also an option.

The science behind acceleration

What does the research say? For decades, studies have highlighted the effectiveness of acceleration as an educational strategy. A comprehensive meta-analysis by Steenbergen-Hu and Moon (2011) found that accelerated students consistently outperformed their non-accelerated peers academically. They achieved higher grades, were more likely to attend prestigious universities, and often graduated earlier.

For example, a 13-year-old boy who skips from the first year of secondary school directly to the third year could complete his diploma sooner and begin studying medicine by the age of 17. This early start gives him a head start in his career—an especially valuable advantage in fields with lengthy educational pathways, like medicine.

The benefits of acceleration are not limited to academics. According to Bernstein et al. (2020), accelerated students reported similar—or even higher—levels of psychological well-being compared to their non-accelerated peers. This evidence challenges the common concern that acceleration might negatively impact a child’s emotional health, showing instead that such fears are often unfounded.

Myths about social-emotional wellbeing

Many parents worry that acceleration might leave their child feeling socially isolated or struggling emotionally. It’s common to hear concerns like, “I don’t want my son to feel lonely among older kids.” While understandable, scientific research does not support these fears.

A systematic review by Schuur et al. (2020) found that accelerated students function just as well socially and emotionally as their non-accelerated peers. In some cases, they even develop stronger social skills because they are surrounded by peers who are a better intellectual match.

Consider a 10-year-old girl who transitions directly into her first year of secondary school. She may feel more at home in an environment that intellectually challenges her, while forming friendships with older classmates who share her interests—like programming or physics—and are at a similar level of emotional and social maturity.

The key to success lies in tailoring acceleration to the child’s individual personality and needs. Factors like self-confidence, motivation, and a supportive environment play a crucial role in ensuring a positive outcome.

Why acceleration works

Why is acceleration so effective? Gifted children learn faster and delve deeper than their peers. Their ability to grasp complex connections and process information quickly demands an educational approach tailored to their needs. Without adequate challenges, they may become bored, leading to underachievement, loss of motivation, and even behavioral issues. For instance, a 5th-grade student (Year 7) who already understands algebra might grow frustrated if stuck doing basic arithmetic tasks alongside the rest of the class. Acceleration prevents this boredom by providing the cognitive stimulation these children need to thrive (Ogurlu, 2021; Bernstein et al., 2020).

Research further shows that acceleration not only boosts academic performance but also enhances motivation and self-confidence. Steenbergen-Hu and Moon (2011) found that accelerated students often outperform their non-accelerated peers on standardized tests, achieve higher grades, and attain higher levels of education. Moreover, children who experience acceleration frequently feel a sense of recognition: their abilities are acknowledged and valued. This sense of competence significantly contributes to their overall well-being and happiness (Steenbergen-Hu et al., 2016; Schuur et al., 2020).

Acceleration also offers social and emotional benefits. Gifted children placed in classes with older peers often find it easier to connect with classmates who are at a similar intellectual and emotional developmental level. This can lead to deeper friendships and greater social fulfillment (Schuur et al., 2020).

Another key advantage of acceleration is the improved future prospects it provides. By starting higher education earlier, children can advance more quickly in their careers. Imagine a boy beginning technical courses at university at age 16. By 22, he has not only earned his degree but also gained valuable work experience. This gives him a significant edge over his peers and opens more doors to leverage his talents in an increasingly competitive job market (Bernstein et al., 2020; Steenbergen-Hu et al., 2016).

Finally, acceleration not only optimizes a child’s learning process but also contributes significantly to society. Gifted children who are fully supported often have immense potential to drive innovation and progress in scientific and technical fields (Ogurlu, 2021; Miravete, 2022). By enabling them to maximize their talents, we enhance not only their futures but also the collective future of society.

How to decide on acceleration?

While acceleration offers many benefits, it’s important to make this decision thoughtfully. It’s not a one-size-fits-all solution, and not every gifted child will benefit from it. The decision must carefully balance both the academic and social-emotional development of the child.

For example, an 8-year-old girl who is considered for skipping the third grade must be ready not just academically but also socially and emotionally. Can she adapt to older classmates? Does she feel confident enough to thrive in a new and potentially more challenging environment? And is she motivated and interested in tackling new challenges? Collaboration between parents, teachers, the child, and, if needed, a gifted education specialist is crucial to making an informed and well-rounded decision.

To make a well-informed decision, it’s important to consider a wide range of factors. A didactic assessment is often crucial and even more significant than an IQ test. This type of assessment provides insight into a child’s academic performance, such as language and math skills, and determines whether they are genuinely operating at a higher level than their current classmates. It helps assess whether the child is ready for an advanced class, not just cognitively but also in terms of knowledge and skills. While an IQ test can offer valuable additional information about a child’s learning potential and cognitive abilities, it provides less insight into concrete academic skills. Therefore, it’s essential to evaluate both IQ and actual performance.

Additionally, a specialist, such as a psychologist or educational expert, can observe the child in their current classroom setting to assess how they are functioning in that environment. The goal is not only to address any doubts but also to create a detailed plan that prioritizes the child’s well-being and development (Miravete, 2022; Ogurlu, 2021).

At Hoogbloeier®, we’ve created a practical infographic to guide parents and teachers through the process of acceleration. This infographic outlines ten actionable steps, from gathering insights into a child’s learning profile to discussing the option with all stakeholders, including the child.

To make this resource widely accessible, we’ve designed multiple formats. There’s a poster version for staff rooms, encouraging teams to reflect on the potential of acceleration, as well as a compact bookmark version that can easily accompany books or notes. These tools simplify the process, ensuring it’s approached in a structured and responsible way.

By combining educational assessments, classroom observations, and, if needed, additional testing, parents and teachers can make well-informed decisions that prioritize the child’s growth and well-being. Acceleration can be a powerful intervention—but only when implemented thoughtfully and when the child is truly ready for it.

Conclusion

Acceleration is not only the most scientifically supported intervention for gifted children but also a strategy that helps them reach their full potential. It addresses boredom, fosters academic growth, and has no negative impact on social-emotional well-being. For parents, it’s an opportunity to guide their child onto the right path with expert support and tailored decisions.
If you're considering acceleration for your child, discuss it with their school and a gifted education specialist, such as one of our partners. This ensures your child gets the support they need to thrive.

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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