Begoña Suárez, psychologist: “The brain of a person with high ability isn’t simply ‘more intelligent’”
In school classrooms, there is a need to tailor educational and psychological resources to the characteristics of children with high intellectual ability.
High ability is still often associated solely with strong academic performance. Yet this profile goes far beyond grades. It can manifest in traits such as exceptional mental agility, an ease for forming complex connections, or experiencing situations with unusual intensity. These dimensions fall within the spectrum of neurological diversity, and when they aren’t properly identified, they can lead to challenges in school or social environments.
According to data from the General Council of Psychology of Spain, 7.3% of students with specific educational support needs were identified as having high intellectual ability during the 2022-2023 school year - an indicator of the growing presence of these profiles in classrooms and of the need to tailor educational and psychological resources to their characteristics.
This is how psychologist Begoña Suárez, head of psychology at Hospital Blua Sanitas Valdebebas and director of its High Ability and Neurodivergence Unit, explains it: “The brain of a person with high ability isn’t simply ‘more intelligent’ - it processes information differently. In many cases, there is greater connectivity between different brain regions and more efficient activation of networks associated with complex thinking.”
Suárez adds: “This functional organization can make it easier to quickly form relationships between ideas or analyze information in depth, though it also tends to be accompanied by heightened cognitive and emotional sensitivity.”
Different profiles
In this context, high ability represents a particular way of processing information and relating to the world. Each individual shows a distinct combination of learning pace, intense interests, and sustained curiosity, meaning no two profiles are alike - and underscoring the importance of individualized understanding to support their development.
“People with high ability often show intense cognitive activation when they engage with topics that interest them, and they tend to seek challenges that stimulate their thinking,” notes Diana Camín, psychologist at Blua Sanitas. “This need to dig deeper and learn autonomously is part of how they process information. Understanding this pattern is key to supporting their growth and helping them reach their full potential.”
In some cases, when a high‑ability profile isn’t recognized or supported from an early age, children may feel misunderstood or lose motivation - something that can affect their self‑esteem, heighten the risk of anxiety, and undermine their academic performance. Some children also display what’s known as developmental asynchrony: highly advanced cognitive development paired with emotional maturity aligned with their chronological age. This gap can create internal imbalances and require specific support strategies.
For these children, how their way of thinking and feeling is perceived and validated has a major impact on their well‑being. In this regard, Camín notes that “when a child or adolescent senses that they think or feel differently and can’t find a space where that is validated, they may develop masking strategies to fit in, which increases the risk of emotional exhaustion.”
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