Your child is exceptionally bright. Their vocabulary is highly advanced for their age. They read books that are well above their grade level. And yet, they struggle with school assignments, even those that involve reading and writing. What is going on? 

A sophisticated vocabulary and above-average reading skills are signs of above-average intelligence. Yet, it’s not uncommon for bright students to struggle in school. In fact, their intelligence sometimes makes it more difficult for parents and teachers to see the full extent of their struggles. 

This article discusses the reasons why children with strong verbal skills still sometimes struggle at school. It also addresses reasons why their challenges can be hard to notice and offers tips for parents. Finally, it discusses how a therapeutic school in NYC can help intelligent students move toward success. 

Why Strong Verbal Skills Don’t Always Translate to Strong School Performance

The fact that above-average intellect doesn’t always translate to above-average grades or test scores causes no end of frustration for children and their parents. However, this can happen for several reasons. 

First, many parents know that their child has strong verbal abilities because of what their child says or reads. However, many school assignments require students to put their ideas into writing. Reading and speaking require different skills than writing. It’s not uncommon for children who excel at speaking, listening, and reading to struggle with writing. This could be the result of a language-based learning disability such as dysgraphia. 

Second, these children may struggle with executive functioning. Executive functioning refers to the skills that help us plan and organize. For a typical elementary school student, this might mean putting their homework in the same place every day and remembering to do it. For middle and high school students, this would also involve making a plan to complete long-term projects. 

A bright child with executive functioning issues can receive subpar grades. When disorganized students don’t complete their homework, don’t turn it in, or turn it in late, penalties can bring down their grades. Similarly, a student with poor executive functioning might wait to start their book report until the night before it’s due – even if they had a month to work on it. 

A third issue is processing speed. Processing speed refers to how fast a person’s brain takes in and uses information. A slower processing speed is not a sign of low intellect. However, students who process more slowly may need more time to finish their work. 

Finally, many intelligent children struggle with perfectionism. Bright students often push themselves to be “perfect” at all times, even if the adults around them aren’t intentionally adding to that pressure. Children in this category wait until the last minute to complete the book report, not because of processing issues or other problems, but because they are afraid of making a mistake. Before they begin, their imagined project is “perfect.”  Once they actually start, their hopes of perfection are shattered. 

Why Parents Often Miss Issues in Highly Verbal, Intelligent Kids 

Bright children are often aware of the expectations that adults have for them. As a result, they try very hard to hide their issues. This process, called masking, can make it more difficult for teachers and parents to fully understand the extent of their child’s struggles. 

Masking often appears in “twice-exceptional children,” called 2e students for short. These students are twice exceptional because they simultaneously have exceptionally high abilities in one academic area while also dealing with a learning challenge. Masking shows up in 2e and other students in many ways, such as: 

• Memorizing information to compensate for weaker reading skills
• Using context clues to decipher new words instead of relying on decoding, phonics, or other skills
• Using strong memorization skills to do well on standardized or multiple-choice tests, though this may not translate to written assignments 
• Using memory and improvisation to cover for inattentiveness during classroom discussions 
• Spending significant amounts of time on more challenging work (usually unbeknownst to parents or teachers)
• Developing complex coping strategies to compensate for executive functioning deficits 

It can be difficult for parents to reveal what’s under these “masks.” However, if you think there is a mismatch between your child’s intellect and their grades, some helpful things to pay attention to might include: 

• How long your child takes to complete their homework 
• When and how often your child starts assignments at the last minute, particularly if the assignment was given well in advance 
• Your child’s need for constant support during homework time, even though their teacher says that they work completely independently at school
• Your child’s grades slip in situations where they can’t rely on memory, such as the introduction of new concepts or starting a new grade level
• Your child has average or above-average test scores but lower end-of-quarter or semester grades (usually due to missing or incomplete assignments, etc.) 
• Your student speaks intelligently about many subjects, but struggles to express those ideas in writing
• Your child does well on timed assignments or tests but not when left to their own devices, or vice versa 
• Report cards include notes like “bright but inconsistent,” “very disorganized,” or “not working up to their potential.”

Why Traditional Classrooms Often Fail Smart, Highly Verbal Kids

Traditional public schools work well for many students. However, by design, they have some features that might make it more difficult for students with learning challenges to succeed. For example, traditional schools often reward speed. Also, written work is often prioritized. These schools often have high student-to-teacher ratios. As such, students don’t always receive support for executive functioning issues and related concerns. Additionally, with less individual attention, it’s easier for students to continue engaging in masking behaviors. 

The issue with traditional public schools is not dedication, but design. By comparison, therapeutic schools are designed to eliminate common barriers to success for students with learning differences. Unlike traditional schools, therapeutic schools are designed to have smaller classes. Smaller class sizes allow teachers to better monitor each student’s progress and catch unhelpful behaviors before they become habits. Additionally, the smaller class sizes allow teachers the flexibility to adapt their lesson plans and pace to each student. Finally, counselors come into the classroom each day to provide support with executive functioning skills and similar issues. 

If you think that your smart, highly verbal child might benefit from a therapeutic school, consider Academics West. Our school meets students where they are, so we can get them to where they need to be. You can learn more about our school by watching our virtual tour, requesting an information packet, or calling 212-580-0080 to schedule an in-person visit.