Recent studies have explored the impact of high cognitive abilities, especially in gifted and profoundly gifted individuals, on academic performance and the emotional dynamics that can directly affect their educational and professional trajectory. It has been observed that individuals with extremely high IQs often exhibit peculiar emotional and behavioral characteristics, such as greater emotional oscillation and strong rejection of subjects that do not arouse personal interest, which tends to compromise their performance in standardized assessment systems (Holling & Preckel, 2005; Silverman, 2012).

In the academic context, especially in countries where admission to highly competitive courses, such as medicine, is determined exclusively by grades, gifted individuals may face substantial barriers. The ISI Society and CPAH – Centro de Pesquisa e Análises Heraclito conducted a study in which participants with extremely high IQs, selected by the Gifted Debate, presented behavior patterns that included dropping out of college, low performance in specific subjects and resistance to the traditional school routine. According to the study, these patterns seem to be linked to a lack of interest in the rigidity of the academic environment and a preference for activities that promote creativity and originality, elements rarely valued in conventional assessment systems (Baum & Owen, 2004).

This dynamic is correlated with the concept of school aversion in gifted individuals, as identified by Renzulli and Reis (2003), who highlight that students with extraordinary intelligence often feel unmotivated in environments that limit their creative and critical expression. In other words, the higher the IQ, the more intense the sensitivity to emotional stimuli and the frustration with conventional education, factors that can result in below-average grades or even in a complete abandonment of formal education. For these individuals, the standardization of selection processes represents a significant limitation, restricting access to professions where their cognitive and creative skills could be highly valuable.

The lack of flexibility in admission criteria for courses such as medicine, which strictly value linear academic performance, implies the exclusion of atypical cognitive profiles, such as those with giftedness, who have great creative and innovative potential (Montgomery, 2012). This bias in the system not only underutilizes the potential of these candidates, but also prevents the diversification of the professional profile in medicine, an area in which unconventional skills can generate significant advances.

Conclusion

Analysis of the effects of high cognitive abilities on the academic trajectory of gifted individuals indicates that selection based solely on linear performance excludes candidates with great potential for innovation and creativity, which would be particularly advantageous in areas such as medicine. Reformulating admission criteria, considering more comprehensive assessments that include emotional intelligence and creativity, could allow for more inclusive access and better use of exceptional talents.

References

• Baum, S. M., & Owen, S. V. (2004). To Be Gifted & Learning Disabled: Strength-based Strategies for Helping Twice-exceptional Students with LD, ADHD, ASD, and More. Prufrock Press.
• Holling, H., & Preckel, F. (2005). Self-esteem, academic self-concept, and intelligence as predictors of academic achievement. Personality and Individual Differences, 38(2), 265-279.
• Montgomery, D. (2012). Gifted and Talented Children with ADHD: Identification, Assessment, and Treatment. The Journal of Special Education, 46(4), 222-234.
• Renzulli, JS, & Reis, SM (2003). The Schoolwide Enrichment Model: Developing Creative and Productive Giftedness. Phi Delta Kappan, 84(6), 548-554.
• Silverman, L. K. (2012). Giftedness 101. Springer Science & Business Media.