High Potential in Children: Between Gifts and Challenges, What You Need to Know

High intellectual potential (HIP) — sometimes called "giftedness" or "intellectual precocity" — refers to a cognitive functioning significantly above average, generally detected by an IQ above 130. It affects around 2 to 3% of children.

In the article that follows, I explore high intellectual potential. If you recognise yourself in this theme, I designed a giftedness (HPI) test that helps you take stock of the signs of a gifted profile. It comes with a guide to extend your reflection beyond the results. I also wrote a book on this subject, The Practical CBT Guide, if you would like to go further.

But HIP is not just a question of numbers. It is also a way of functioning — a way of thinking, feeling, perceiving the world — that can generate as many difficulties as strengths if not understood and supported.

The characteristics of high potential

Tree-like thinking

A gifted child doesn't think linearly. They make associative leaps, connect distant ideas, arrive at conclusions that seem incomprehensible to others — while having followed a logical but fast and barely visible path. This tree-like thinking can be a remarkable asset, but also a source of cognitive exhaustion.

Insatiable curiosity

These children ask endless questions, on subjects that can surprise with their depth. They seek meaning in everything, are not satisfied with a superficial answer, and can quickly become bored by activities perceived as too simple.

Emotional and sensory intensity

Often associated with HIP, a heightened sensitivity to stimulation, injustice, and relationships. These children can live their emotions with an intensity that is disconcerting to those around them.

The school paradox

Contrary to what is often imagined, a gifted child can struggle at school. Chronic boredom, not having mastered effort (because they never needed to), social maladjustment, and sometimes double exceptionality (HIP + ADHD, HIP + dyslexia) can produce children who significantly underperform relative to their potential.

What helps

Recognising the profile without overestimating or denying it, stimulating without overloading, working on learning to make effort, valuing curiosity — and if necessary, considering a formal psychological evaluation to access appropriate support.

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