In many schools, children with exceptional intellectual abilities often move ahead of their peers while others catch up. This disparity becomes particularly evident when teachers assign group work, which is typically met with frustration by high-potential students. These children, often referred to as “HPI” pupils, exhibit unique cognitive and emotional traits that set them apart. In this article, we’ll explore the characteristics of HPI children and how they experience learning in a traditional classroom setting.
Who Are HPI Pupils?
The term “HPI” (haut potentiel intellectuel) is commonly used in France to describe children with an IQ of 130 or higher. In English-speaking countries, they are often referred to as “gifted” or “high-ability” pupils. While intelligence tests offer a numerical measure, psychologists stress that these numbers do not capture the full scope of a gifted child’s abilities. HPI children often exhibit intense curiosity, emotional depth, and a strong desire for intellectual stimulation. Studies, such as the ones led by psychologist Michael M. Piechowski in the 1980s, have shown that these children are highly curious, ask abstract questions, and seek constant intellectual challenges. They are driven not just by the need to succeed, but by an inherent desire to understand the world around them.
The Fascination with Words and Definitions
Gifted children often exhibit a keen interest in the precise meaning of words. Teachers who work with such pupils frequently observe them interrupting lessons—not out of misbehavior, but to ask for clarification on the meaning of a term or to debate its definition. As Naïma Page, co-founder of Iféa, a school network in France, explains, these children actively search for meaning and frequently engage with dictionaries, sometimes even exploring the origins and subtle nuances of words for fun. This love of language is more than just an academic exercise; for many gifted children, words are puzzles to solve, and their fascination extends to wordplay, puns, and etymology.
Why HPI Children Prefer Autonomy
Another characteristic common among HPI pupils is a strong preference for independent work. This desire for autonomy emerges early in their education and often persists into secondary school. Teachers at Iféa schools have noticed that gifted children frequently choose their own methods to complete assignments, go beyond basic instructions, and even request additional challenges once they finish their tasks. For these students, independence is not about rejecting authority or ignoring instructions, but about matching the pace of their thoughts. When given the opportunity to work autonomously, they can dive deeper into subjects, engage in intellectual exploration, and satisfy their need for speed and depth.
The Struggles with Compulsory Group Work
Despite their need for autonomy, gifted children are often placed in group settings that do not suit their learning style. This mismatch between their pace and the group’s rhythm can lead to frustration. When gifted pupils are required to participate in group tasks, they often feel compelled to take charge, finish tasks quickly, and then become annoyed with their peers who work more slowly. As psychologist Arielle Adda points out, gifted children often “feel better working alone,” as they have a different rhythm that clashes with the slower pace of group work. This disconnect can lead to feelings of frustration, and when left unaddressed, it can result in underachievement, anxiety, or social isolation.
| Stage | Typical Reaction of a Gifted Pupil |
|---|---|
| Task Explanation | Understands instructions quickly and often plans the solution. |
| Group Discussion | Becomes impatient if the group debates basic points or gets distracted. |
| Division of Roles | Offers to complete the task on their own or starts doing it independently. |
| Completion | Finishes most of the work alone and feels frustrated with others’ lack of contribution. |
