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The Secrets to Raising a Smarter Child
- By Inderbir Sandhu, Ph.D


Matching High IQ Scores and Academics - Numerous Tips to Rectify Anomalies

By Andrew Loh

Now that we learnt why children with better IQ scores fail to display better academic skills, it is time to correct and rectify the perceived anomaly. Children with higher IQ scores are usually problematic lot as they tend to display numerous problems that hinder development of academic abilities. Here are some tips to rectify innumerable anomalies that lead to a mismatch between IQ and academic achievements.

Tip: Please remember that children with higher IQs want someone to solve their hidden problems before they can show excellence in academic matters. In other words, the only solution that can solve the problem is dealing with many issues that surround children.

Experts recommend a universal solution to bring children to mainstream academics. They recommend individual mentoring and counseling by both parents and their teachers. This strategy involves giving an opportunity for children to involve in interest based classroom projects and providing training skills in organizational study skills. These approaches would form the basis for a strong student centric study environment.

Problem related to boredom and lack of acceleration opportunities

Gifted children with very high IQ values often find traditional classroom boring and not interesting. In addition, a perceived lack of accelerated educational opportunities may stop children learning and achieve excellence.


  • Compact existing curriculum to enable children to show their active interest to show excellence in academics.

  • Let children study independently and cope with the rigors of the classroom.

  • Create a curriculum that allows for a quicker learning session. In other words, an accelerated learning package may help children in quick learning and better absorption of lesson plans.

Problems related to mismatch between student interests and school's curriculum

One of the reasons for disappointing academic performance by gifted children is the intricate problem related to a mismatch between student's innate interests and current classroom curriculum. Gifted students with very high IQ scores tend to possess diverse interests which should be given enough attention before we expect them to perform better in their studies. More often, school curriculum is traditional and conventional with a heavy leaning on rote learning by memory. Under such a demanding situation, one may need to provide an amenable learning environment.


Gifted children with higher IQ values usually need a restructuring of study schedules. Let the curriculum be fast paced, interesting and fun filled one. They also need constant mentoring in their areas of interest. More often, they are more likely to perform better in independent studies. Provide time for independent study but under a rigid supervision.

Problems related to poor self-concept, external locus of control

Gifted and high IQ children usually possess very poor self-concept, self-image and self-esteem. In addition, they might have an external locus of control that leads to disorganization and a lack of discipline.


To prevent indiscipline and disorganization, you may need to contact class teacher to request for a rescheduling of homework and project tasks. Let them be in smaller parts so that children will have the confidence in their abilities to finish assigned tasks. Once they are completed, they can slowly expand to work on larger and tougher assignments.

Problems related to parenting and poor parenting style

Numerous problems that parents see in their gifted children may occur due to their own poor parenting style or due to styles that are not suitable for their children. Some parents may like to follow a truly lenient style of parenting while others may want to become the so called “tiger moms.” Whatever the case, an affable parenting style involves understanding the needs and requirements of children especially the ones that relate to school and school assignments.


Parents may like to help their children in finishing assigned work on time and with dedication. This might need you to sit down with them, help and assist in organizing the schedule. Parents may also need to contact school teachers to request them to care of their children.

Miscellaneous tips

  • A mismatch between higher IQ and classroom performance is more likely due to a hold-back in children's mind. Hence, it is all related to their mind and motivation. The first important key is to motivate and support children' mind to make them organized for better performance.

  • Devote maximum time to take care of your children's classroom needs especially homework and assignments. Creating a schedule with the help of classroom teachers might motivate children to devote more time that is high quality and focused.

  • Set a time schedule to make children work for at least two hours a day. However, go slow in the first few months to help children adapt to the schedule.

A disconnect between higher IQ and disappointing academics is usually the biggest and most significant problem among gifted children. Rectifying this anomaly might take some time as the issue is mostly related to children's mind and motivation. Hence, understanding children and their difficulties will help parents create a workable road map for future success.

Featured Resource

Bright from the Start: The Simple, Science-Backed Way to Nurture Your Child's Developing Mind from Birth to Age 3
By Jill Stamm, Ph.D

Should you really read to your baby? Can teaching a baby sign language boost IQ? Should you pipe classical music into the nursery? Dr. Stamm translates the latest neuroscience findings into clear explanations and practical suggestions, demonstrating the importance of the simple ways you interact with your child every day. It isn't the right “edutainment” that nurtures an infant's brain.

Dr. Jill Stamm is the co-founder of New Directions Institute for Infant Brain Development and is an associate clinical professor at Arizona State University in Psychology in Education. She is a nationally-known presenter on the subject of early brain development and has spoken before thousands of parents, caregivers, teachers, and policymakers.


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