ABSTRACT
S ince competence and achievement are thought to be integral elements of self-esteem and are intertwined with an evaluation and awareness of self-worth, one might wonder why this text is devoting a chapter to exploring the self-esteem needs of a population that appears to be very competent and high achieving. In fact, one reason often cited by teachers for not advancing a bright student who needs to be academically accelerated is that it will upset other kids and “diminish the self-esteem of other students” (Colangelo, Assouline, & Gross, 2004, p. 9). The self-esteem of the gifted and talented student does not seem to be factored into the equation, yet experts in gifted education acknowledge how painful it is for these students to be thwarted, discouraged, and diminished (Davidson, Davidson, & Vanderkam, 2004). To possess ability and to feel power they are never allowed to use becomes traumatic for some of the ablest students. It is critical for society to pay attention to the needs of academically talented children. By jeopardizing their self-esteem, we all pay a price; high ability and low self-esteem can be a dangerous combination. At the very least, by failing to develop their own talents, able individuals miss the opportunity to reach their potential, and society is robbed of an amazing contribution or discovery that could have been made, but sadly never came to fruition. At the very worst, pathological distortions of the self, whether deflated or excessively inflated, can lead highly able persons to commit unspeakable acts, putting themselves or others in harm’s way.
