While the education policy landscape changes, those who work in schools will agree on one constant. All young people – regardless of their background, context, attainment levels or any other labels they may acquire – can benefit from and deserve to have their specific needs catered for. This is no less the case for the more able than for any other group. We must ensure that these learners experience high-quality challenge and support to develop their abilities.
As Sir Michael Wilshaw stated in 2016, “if provision for the brightest children is good, it is likely that other groups of learners are also being well served.”
Education is concerned with enhancing learning. Our evidence base is evolving, as we learn from one another, from other countries and increasingly from other disciplines. In this “Perspectives on More Able” series, NACE aims to shine a spotlight on effective policy and practice for the more able, providing a forum for views, opinions and debate.
NACE is collaborating with York St John University on research and resources to help schools support more able learners with higher levels of perfectionism. In this blog post, the university’s Marianne E. Etherson, Michael C. Grugan, Luke F. Olsson, and Professor Andrew P. Hill present the findings of a review of research examining perfectionism in more able learners and highlight how distinct dimensions of perfectionism influence learning outcomes in the classroom.
Perfectionism can both enhance and hinder the educational experiences of learners. While perfectionism reflects an extreme requirement for perfection and might motivate learners to work hard and strive for success, perfectionism can also hinder healthy adjustment in learning environments. Learners who are perfectionistic, for instance, often report greater negative reactions to mistakes and tend to respond more adversely to failure.
The extent to which perfectionism impedes performance and wellbeing will depend on which of the two main dimensions of perfectionism are most prominent in the student. The two main dimensions of perfectionism are perfectionistic strivings and perfectionistic concerns:
Perfectionistic strivings capture the extent to which individuals set and strive for unrealistically high personal standards.
By contrast, perfectionistic concerns capture the extent to which individuals are excessively concerned about mistakes, fear negative evaluation, and worry that their performance is never good enough.
These two dimensions can be exhibited to different degrees in students, with some being higher in both and others exhibiting one more than the other. Research suggests that perfectionistic concerns is most problematic dimension in the classroom and generally has the biggest influence on learners.
In order to gain a better understanding of the influence of perfectionism in more able learners, we worked with NACE to conduct a comprehensive review of research in this area. Using a thorough and systematic search, we found 36 studies, published over the last 24 years, that included over 10,000 able learners. The research was drawn from across the world, but predominantly from the USA and China. Studies included in the review typically utilised questionnaires to measure perfectionism and a range of different outcomes such as academic performance, problem-solving, creativity, self-esteem, motivation, wellbeing, happiness, depression and life satisfaction.
In terms of the findings of the studies, we found perfectionistic concerns to be related to greater depression, neuroticism, and alienation from parents, as well as lower motivation, self-esteem, and creativity in the classroom.
By contrast, perfectionistic strivings exhibited both positive and negative qualities. Perfectionistic strivings, for instance, were related to better academic performance and life satisfaction but were also related to lower happiness and creativity.
Some studies examined combinations of perfectionistic concerns and perfectionistic strivings. These studies found groups exhibiting higher levels of perfectionistic concerns contributed to more debilitating emotional and wellbeing outcomes, such as lower happiness and self-esteem, and greater adjustment issues.
Our review, which will be published in Educational Psychology Review, is a touchstone for researchers, practitioners, and policy makers who want to better understand the consequences of perfectionism in more able learners. Likewise, our review provides an important foundation for interventions and curriculum-based programmes aimed at reducing perfectionism in able learners.
In line with our findings, those working with more able learners need to be mindful of the consequences of perfectionism and seek to reduce both perfectionistic strivings and perfectionistic concerns, but especially perfectionistic concerns.
To do so, teachers can play an instrumental role in creating environments that are less perfectionistic and focus on creativity, problem-solving and appropriate levels of challenge. Likewise, teachers can help more able students reframe setbacks as a normal part of the learning process and opportunities for growth and development, being mindful that more able learners often find setbacks more stressful.
The idea that things need to be done perfectly also needs to be challenged and discussed. Learners will need to be helped to recognise perfectionistic ways of responding to mistakes such as self-criticism and practice replacing them with more positive responses such as self-compassion and kindness.
Finally, schools will need to ensure that they have appropriate policies and referral mechanisms to provide support for more able learners who develop some of the extreme consequences of perfectionism such as burnout and depressive symptoms. While perfectionism may not lead to these types of outcomes for all learners, it is a possibility that teachers will need to be prepared for and be able to help recognise early signs.
York St John University and NACE are collaborating on research and resources to help schools support learners with high levels of perfectionism. Resources are currently being trialled with NACE member and R&D Hub Haybridge High School, and will be made more widely available in the coming year.
References:
Flett, G. L. & Hewitt, P. L. (2014). A proposed framework for preventing perfectionism and promoting resilience and mental health among vulnerable children and adolescents. Psychology in the Schools, 51, 899-912.
Grugan, M. C., Hill, A. P., Madigan, D. J., Donachie, T. C., Olsson, L. F., & Etherson, M. E. (Accepted). Educational Psychology Review.
Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31, 967-989.
Osenk, I., Williamson, P., & Wade, T. D. (2020). Does perfectionism or pursuit of excellence contribute to successful learning? A meta-analytic review. Psychological Assessment, 32, 972-983.
Speirs Neumeister, K. L., Williams, K. K., & Cross, T. L. (2009). Gifted high school students’ perspectives on the development of perfectionism. Roeper Review, 31, 198-206.
Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32, 391-414.
NACE member Professor Valsa Koshy founded the Talent Development Programmes at Brunel University in 1996. Based on the findings of her research and intervention programmes, she shares seven key takeaways for schools to share with parents and carers to help their children succeed.
Recently, Brunel University released a news item and video outlining seven steps parents and carers can take to help their children succeed.
The importance of parental engagement in shaping children’s education and future has played a central role in the intervention programmes carried out at Brunel University. The team has worked closely with Professor Charles Desforges, whose seminal 2003 research report looked at parental involvement in the development of children. The report demonstrated that parental engagement has the greatest impact during the early years of schooling and that the benefit of parental involvement among primary school children is greater than the quality of an individual school, irrespective of social class and ethnic groups.
Yet my conversations with headteachers highlighted that in some schools parental engagement activities have been reduced due to competing priorities and increased workload. Our present intervention project provided some useful insights which we wanted to share with parents, through schools.
The research: who, what, how and why
The seven vital steps highlighted in the video are based on data gathered from 1,400 parents of younger children (5 to 11 years). Data was collected using focus group discussions and individual interviews with parents.
Participants came from all backgrounds, with 154 forming a representative sample of parents, which included parents of children in low-income families who receive pupil premium (PP) funding, as well as parents in highly successful professions and with high salaries. The project included families of four living in single rooms and children who are provided with a mid-morning snack by their schools as they come to school hungry and fall asleep in lessons.
The project was based on our shared beliefs that all children deserve a happy childhood full of joy, optimism and good physical health; and that children thrive best in environments which acknowledge their special strengths, help them in mastering challenges and in sharing their interests, curiosity, creativity, critical thinking skills and depth of understanding.
Participating parents were allocated targeted readings and activities they could do with their children, based on the book I co-authored with medical doctor Elizabeth Koshy: Find and Nurture Your Child's Gifts: Boost your Child's Learning Potential and Wellbeing (4-11 years). The book provides authoritative literature on talent development, good health and practical activities, plus over 30 case studies of children whose lives were transformed as a result of parental support.
Our research showed how supportive, effective parental education can:
Improve children’s self-esteem, attitudes to learning and achievement;
Enhance children’s wellbeing, especially mental health, and reduce anxiety;
Help children to reflect on their strengths, talents, passions and future careers.
One major element was the team’s realisation of how education and wellbeing are strongly interlinked. Based on all the information gathered, we identified seven areas which parents told us they found most useful to help their children succeed. These are included in the video, with examples.
Seven key takeaways for parents:
1. Intelligence is not fixed and we can change a child’s learning potential
Parents need to know and understand aspects of intelligence. Research evidence from neuroscience tells us a person’s intelligence is not fixed at birth and that it can increase and ability can change. Brain plasticity is the capacity of the brain to change; the human brain maintains an amazing plasticity throughout life.
Greater understanding of aspects of intelligence helped parents to abandon deterministic views about educational stereotypes. Sharing the information that they can become better learners, in every case, helped children to put in more effort and lifted them out of the feeling of hopelessness.
Eight-year-old Liam’s mother told us: “My son was rounded up in the playground and teased and called a ‘dunce’ because he was in the bottom group (lowest set) for maths. When I told him that people can actually become cleverer by putting in more effort instead of giving up, his eyes lit up. He started working hard. I also told him if he talked about his ideas his brain will make more connections. He took this literally and I found him talking to our cat about different shapes and their properties. He told me he is getting more ticks and his teacher has told him he will be moved up a group soon. He said to me that it means ‘I don’t always have to be in the bottom group.’”
2. There is no universally accepted definition of any of these terms: giftedness, talent, high ability
The terms “gifted”, “talent” and “high ability” are widely used but we do not have a shared definition. Often “gifted” is used to describe someone who shows outstanding talent in one or two areas, not necessarily in academic domains. Parents who participated in our project found Harvard University Professor Gardner’s theory, that intelligence is multi-dimensional and is displayed in different fields, most helpful. Gardner’s theory of multiple intelligences helps to identify a full range of abilities and talents that people possess. Not just an intellectual capacity, but other intelligences – including musical, interpersonal, spatial-visual and linguistic intelligences. Although this theory has been around for many years, only three of the parents had heard of it.
Eight-year old Elena’s mother said: “Elena tells us that she has found her ‘special intelligence’ and it is spatial intelligence [visual-spatial – thinking in terms of physical space, as do architects and sailors]. Elena is autistic, likes to draw cathedrals and is brilliant at doing jigsaw puzzles.” Although not all Gardner’s intelligences are tested in school, Elena became more motivated, has higher self-esteem and has improved in her academic results.
3. Find and develop your child’s passion
Most children we worked with enjoyed undertaking personal passion projects. This idea of introducing passion projects appealed to all parents. Some children changed their passion and others stuck to them. The project team was told by parents that this is the biggest single thing they would cite as making their children happier and more fulfilled. It reduces anxiety and is an excellent way to spot your children’s special talents.
Nine-year old Lexi, who was suffering from intense anxiety about tests in school and was about to be referred to a psychologist, started her passion project on reading; she developed higher self-esteem, pride in her work and no longer needed treatment for anxiety.
4. Develop your children’s wellbeing
Through the project activities, parents recognised the vital importance of addressing their children’s wellbeing. There is very strong evidence that many young children lack self-esteem, are being subjected to bullying and suffer high levels of anxiety, which can all lead to depression and self-harm.
5. Children’s abilities do not depend on their parents' social backgrounds
The message and examples which showed that children’s abilities do not depend on their parents’ social backgrounds were well received and changed both parents’ and children’s attitudes and aspirations. An example is included in the video.
6. Spend quality time with your children
This was considered one of the most important messages by parents. Many parents told us they were too busy and did not have enough time to spend with their children. They were told that talking to children, asking good questions and wondering about things together encourage the learning process by making more connections in the brain. Examples are included in the video.
7. Fight low expectations in children with special needs
Children with special needs can do extremely well at school with parental support. The video features the example of Donna, a grandmother, who told me about her grandson, Zak, who has severe visual impairment in one eye. Zak was recently accepted into one of the most prestigious schools in the UK after taking a competitive entrance examination.
Final thoughts
Was it all joy and optimism throughout the project? What keeps me awake at night? One haunting image is that of a nine-year-old asking me for my phone number when I was working with him, saying: “I would like to phone you when I have cracked the maths problem. I like solving maths problems and it stops me feel hunger, because mum has not got enough money to buy food.”
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