I’m divergent, yet invincible.
― Abhijit Naskar
While often used interchangeably, “high IQ” and “giftedness” are distinct concepts with some overlap. Neither are clinical diagnoses as classified in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This post explores these nuances, drawing upon existing literature and professional experience rather than attempting to establish definitive definitions.
High IQ and giftedness, while often intertwined, may not be synonymous. A high IQ, typically a score of 130 or above, indicates exceptional cognitive abilities, particularly in abstract reasoning and problem-solving (Silverman, 2009). Giftedness, however, extends beyond measurable intelligence. It encompasses a broader spectrum of intellectual, creative, and emotional traits, including heightened sensitivity, insatiable curiosity, and a capacity for profound thought. Gifted individuals often excel in diverse fields, from the arts to sciences, driven by their intense engagement with the world. While a high IQ can be a component of giftedness, it doesn’t encapsulate its full depth and breadth, which includes talents like artistic expression, leadership, and emotional intelligence (Passow, 1981; Winner, 2000).
High IQ and the Neurotypical
On one end of the spectrum, we find individuals who, while possessing high IQs, are more neurotypical in their disposition. They typically thrive within established systems, excelling in traditional academic settings and standardized tests. Their paths often lead to higher education, specialized careers in fields like STEM, law, or medicine, and leadership roles. Often driven and organized, they excel at setting and achieving long-term goals.
Behind this impressive facade, however, these high achievers still face unique challenges. One common struggle is imposter syndrome (Lee et al., 2021) — the nagging feeling of being undeserving of success. Despite their accomplishments, they may attribute achievements to luck rather than talent, breeding anxiety and fear of failure. The pressure to constantly perform, coupled with weighty expectations from others, can also take a toll. They often struggle to balance ambition with personal well-being, risking burnout and social isolation.
The positive news is that this group often develops effective coping mechanisms and study strategies aligned with traditional education. Their organization, discipline, and strong work ethic contribute to their success in structured environments.
While they might not experience the same intensity of “overexcitability” (explained later) often associated with giftedness, they are not without their own unique passions and quirks. They may exhibit some overexcitability, particularly intellectual overexcitability, but perhaps not to the same degree as individuals who are both gifted and neurodivergent — a group we’ll explore later.
Beyond the IQ Test: The Multifaceted Nature of Giftedness
While traditional IQ tests serve the purpose of assessing specific cognitive abilities like verbal comprehension and mathematical reasoning, they fall short of capturing the full spectrum of human intelligence and giftedness (Calero et al., 2011). These standardized measurements, often failing to account for the multifaceted nature of intelligence, cannot encompass the unique characteristics of gifted individuals.
Other theories, such as Howard Gardner’s theory of multiple intelligences (Gardner & Hatch, 1989), may offer a more comprehensive lens. Rather than a single measure of intelligence, Gardner proposed eight distinct domains: linguistic (mastery of language), logical-mathematical (excelling in logic and reasoning), spatial (strong visual-spatial skills), bodily-kinesthetic (physical agility and coordination), musical (sensitivity to rhythm and musical patterns), interpersonal (understanding and interacting effectively with others), intrapersonal (strong self-awareness and introspection), and naturalistic (sensitivity to patterns in nature). By acknowledging these multiple intelligences, we can begin to appreciate the diverse ways in which individuals excel.
Beyond Conventions: Being Gifted and Neurodivergent
As we move along the spectrum of high intellectual ability, we encounter individuals who resonate more with the experiences and challenges strongly associated with giftedness, namely, various types of “overexcitability (Chang & Kuo, 2013; Lind, 2001; Tiesco, 2007).” Coined by Kazimierz Dabrowski, overexcitability refers to the heightened sensitivities often observed in gifted individuals. These manifest in various domains, shaping their experiences and interactions with the world:
Psychomotor: Surplus energy, a love of movement, and a drive for action, sometimes appearing as restlessness or impulsivity
Sensual: Heightened sensitivity to sensory stimuli like sounds, textures, and smells, leading to both intense enjoyment and discomfort
Intellectual: A passion for learning, questioning, and deep thinking, often evident in a love for complex ideas
Imaginational: A rich inner world, vivid imagination, and capacity for fantasy, often expressed through creative outlets and storytelling
Emotional: Intense emotions, heightened empathy, and a strong sense of compassion
Gifted individuals often experience the world with an intensity that permeates their emotional landscape, intellectual pursuits, and sensory experiences. Their profound emotional sensitivity and empathy allow them to connect deeply with others but also make them susceptible to overstimulation and emotional overwhelm. This intensity, while a source of great strength and compassion, requires careful navigation and self-regulation strategies.
Gifted-neurodivergent individuals may feel particularly out of sync with their families of origin, especially if their unique traits are not shared or understood. Early experiences of being labeled as “too much” or “too sensitive” can lead to feelings of alienation and a persistent sense of not belonging.
Beyond Conventional Success
Individuals with gifted-neurodivergent minds, while possessing exceptional cognitive abilities, often find traditional systems, such as schools or corporate workplaces, ill-suited to their unique cognitive styles and sensitivities. Frequently misunderstood, they may feel like outsiders, their differences perceived as oddities rather than strengths.
Compared to their neurotypical high-IQ counterparts, gifted-neurodivergent individuals may experience heightened sensory processing sensitivities, social anxieties, or executive functioning challenges. These differences can make it difficult to conform to societal expectations and standardized tests while capturing cognitive potential, often failing to reflect the full scope of their intellectual depth and uneven cognitive profiles.
Traditional work and learning environments can feel particularly stifling for these individuals. For instance, sensory sensitivities common among gifted individuals can make typical workplace environments, with their fluorescent lighting and open layouts, unbearable. Their heightened sense of justice might lead them to challenge unethical practices, potentially creating friction within a company. Even something as simple as a non-traditional sleep-wake cycle, a common trait, can be difficult to manage within a standard 9-to-5 workday.
Fueled by insatiable curiosity and a love for learning itself, they often find external rewards and recognition less motivating than the simple joy of discovery and problem-solving. They are more likely to thrive when given the autonomy to explore their interests at their own pace and in their own way.
Therefore, for gifted-neurodivergent individuals, “success” might deviate from conventional definitions. It might involve forging unique paths, pursuing unconventional careers, or challenging the status quo. Their intellectual intensity, coupled with their heightened sensitivities, allows them to make unique contributions to society, even if those contributions don’t fit neatly within well-recognized, well-trodden paths.
Honoring Gifted Neurodivergence
Moving beyond labels and standardized measures is crucial to truly understand high intellectual ability, especially when it intersects with neurodiversity. Conventional systems often prioritize conformity over individuality and fail to recognize and accommodate the unique needs and valuable contributions of gifted-neurodivergent individuals. Rather than relying on limiting labels, we must cultivate a deeper understanding of neurodiversity and advocate for tailored support systems across all aspects of life — educational, professional, and personal. By embracing the diverse tapestry of minds and their varied strengths, we empower gifted-neurodivergent individuals to flourish and share their extraordinary gifts with the world.
A more detailed version can be found in the original article on Eggshell Therapy: Gifted Neurodivergent: High IQ and Giftedness — A Difference You Need to Know
