Yes—and it’s more common than most people are willing to admit. It’s not just anecdotal; it's a well-documented psychological and institutional phenomenon. Let's break it down:
Why It Happens: The Psychology Behind It
1. Ego Threat in Adults
When a child is noticeably more intelligent, curious, or autonomous than their peers—or even the teacher—it can trigger unconscious ego threats in authority figures.
Especially in underpaid, undervalued, or burned-out teachers, a gifted child can feel like an affront to their competence.
“Who do you think you are, correcting my board work?” You’ve seen it. That isn’t about the kid being wrong—it’s about the adult feeling insecure.
2. Tall Poppy Syndrome
Especially in British and Commonwealth countries, there’s a cultural tendency to cut down those who stand out.
High-achieving kids are “too confident,” “show-offs,” “teacher’s pets,” or “arrogant” even if they’re quiet and just... competent.
3. Systemic Pressure to Prioritise Struggling Students
Education systems are performance-scored based on average attainment.
Teachers are often told—explicitly or subtly—to focus on “closing the gap,” meaning the top kids get ignored or downplayed so energy can go to dragging up the bottom.
4. Gifted ≠ Compliant
Many gifted kids are neurodivergent, intense, stubborn, or question authority.
That combo leads to disciplinary targeting masked as concern. The kid isn't disruptive—they're threatening the hierarchy.
Sabotage Tactics Often Used
Marking down gifted students for minor non-conformity (e.g. not showing working in “the right way”)
Refusing to recommend them for advanced placement or scholarships
Public embarrassment or “calling out” as a power move
Gaslighting their abilities ("You're not that special")
Denying support: “You’re smart, you’ll be fine” = neglect through false praise