High Learning Potential
What is High Learning Potential?
Potential Plus UK uses the phrase “high learning potential” to describe exceptional children, rather than “gifted”, “talented”, “bright” or “clever”. We believe that this phrase better captures their remarkable abilities and acknowledges the importance of support for their educational and personal growth and have been using it to describe children with high ability since 2013.
Ability Versus Achievement
The terms ‘gifted’ or ‘high learning potential’ commonly refer to an ability to understand information well, make quick analyses and use memory capacity to learn more quickly than the general population.
Cognitive ability, IQ or ‘g’ (general ability in theories of intelligence) is made up of different types of ability and most children with scores in the top 2-5% of the population in any of the broad areas of cognitive ability would be considered as being gifted or having high learning potential.
In education in the UK, however, most children are identified as ‘most able’ or ‘more able’ solely based on high academic achievement, rather than cognitive ability. As many factors can influence how a child performs at school, a significant number of children who aren’t achieving highly are missed and remain unsupported.
What Do We Understand by the Term High Learning Potential?
Potential Plus UK follows Steven Pfeiffer’s Tripartite model in understanding and identifying high learning potential in three ways:
- High Intelligence: This includes cognitive abilities like reasoning, which may not always match a child’s achievements, especially if they have other needs.
- Outstanding Accomplishments: Some children may not score as highly on cognitive tests but show creativity and motivation in other areas, such as leadership, music or sports.
- Potential to Excel: Factors, like opportunity and stimulation play a big role. Not all children have the same starting point and barriers like mental health or economic challenges can affect their progress.
Pfeiffer’s model sees high learning potential as something that can be developed with traits like motivation and persistence, alongside cognitive ability. This aligns with inclusive education practices in the UK, recognising that all children need different levels of support to reach their potential.
Find out more by downloading our free advice sheet PA101 High Learning Potential
Characteristics of Children with High Learning Potential
Children with high learning potential show many common characteristics, although the mix of these characteristics will vary. Most will display a majority of the 25 descriptors that have been selected as applicable to children with high learning potential of varying ages, socioeconomic backgrounds and gender. Many parents start their journey of supporting and understanding their child with high learning potential through discovering this set of characteristics.
Learn more about Characteristics of High Learning Potential »
Dual or Multiple Exceptionality
Dual or multiple exceptionality (DME) is the term used in the UK to describe children who have both high learning potential and a special educational need because of a learning difficulty, neurodivergence or a disability. These can include a neurodivergence such as autism, ADHD or dyspraxia; learning difficulties such as dyslexia, dysgraphia and dyscalculia; sensory and speech impairments; or physical disabilities.
Exceptionally and Profoundly Gifted Children
Exceptionally gifted children have cognitive abilities in the top 0.1% of the population, while profoundly gifted children have cognitive abilities in the top 0.03% of the population. Their characteristics and difficulties may set them apart from other children their age.
Learn more about Exceptionally and Profoundly Gifted Children »