Raising Cheetahs: How the Right Environment Empowers Gifted Children
As educators and parents, we often meet children who don’t fit neatly into traditional moulds. These children may struggle in conventional classrooms, not because they lack ability, but because their abilities far exceed what standard environments can accommodate. Gifted children frequently display traits like ADHD, Autism, OCD, and anxiety—elements of their experience but not the whole picture. Many are twice-exceptional (2E), meaning they are both gifted and face learning challenges. Sadly, they’re often misdiagnosed and placed in remedial schools that fail to nurture their unique potential. But with the right environment, where support and enrichment are appropriately tailored, these challenges can be managed effectively, allowing the child to truly flourish.
Over a decade ago, when I began teaching gifted children, I encountered Stephanie S. Tolan’s “Is It a Cheetah?”. This article uses a compelling metaphor, likening gifted children to cheetahs—creatures designed for extraordinary speed. In the wild, a cheetah is a marvel of nature, capable of reaching unmatched speeds. However, when confined to a cage, its potential is stifled. It remains a cheetah, but it cannot fulfil its true purpose. Tolan’s metaphor vividly illustrates how gifted children, like cheetahs, require the right environment to thrive. When placed in settings that restrict their abilities—such as conventional schools that don’t cater to their needs—they cannot reach their full potential. This metaphor has profoundly influenced my approach to teaching and supporting gifted children.
Gershom Aitchison, Principal of Education Incorporated, a specialised school in Johannesburg, explains, "Gifted children are often misunderstood in traditional school settings. Their challenges are amplified, while their exceptional abilities are overlooked. A cheetah remains a cheetah, even if confined, but it cannot reach its full potential in the wrong environment. We aim to ensure these children are not just surviving but thriving."
Placing gifted children in environments that don’t cater to their needs is like confining a cheetah to a zoo enclosure. The child becomes restless and unfulfilled as the system fails to fully recognise or nurture their need to run—to express their intellectual and creative potential. Too often, the focus is on their struggles rather than their remarkable abilities. While these children may have sensory issues or need additional support, reducing them to these challenges alone is to overlook who they truly are.
Misdiagnosing gifted children and placing them in remedial environments is akin to feeding a cheetah Zoo Chow instead of letting it chase antelope in the wild. The child may cope, but they won’t thrive. These unique abilities demand an environment that challenges them, allowing them to stretch their minds and explore their full potential. After all, isn’t that what every child deserves?
Aitchison adds, "The right environment isn’t about overloading these children with work but providing the right challenges and support. It's about creating a space to explore their interests, develop their skills, and most importantly, be themselves."
In closing, I want to fully acknowledge Stephanie S. Tolan for her brilliant metaphor, which resonates with me and many others who work with gifted children. You can read the full article, Is It a Cheetah? by following this link. Its message is as vital today as it was when it was first written, reminding us of the importance of the environment in nurturing true potential.
If you believe your child might be gifted and want to ensure they’re in the right environment, I’m here to help. Please reach out for support and resources at [email protected]
