A new study from the University of Georgia, published in Gifted Child Quarterly, suggests that the pursuit of perfection can affect the well-being of gifted students, especially as they move through high school. Gifted students are often identified early in elementary school and continue in advanced academic programs through high school. The research found that high school gifted students are more likely to struggle with perfectionism than their younger counterparts, and this drive is usually self-imposed rather than coming from external sources. The study analyzed responses from nearly 2,000 middle and high school students across two separate studies. In the first, 1,182 students participated, including those in gifted programs and those who were not. Gifted high school students were more likely to identify with perfectionist thoughts, such as "I need to work harder" or "People expect me to be perfect," often experiencing these thoughts daily. Researchers noted that high school seemed to increase pressure to be perfect, due to factors like Advanced Placement courses, tracking of GPA, and the looming decision of college admissions. The second study involved 646 students and explored the reasons behind the desire to be perfect. The research identified three main causes: students setting their own high standards, feeling pressured by peers or family to meet high expectations, or facing high standards imposed by their environment or social norms. Gifted students were more likely to be driven by self-oriented perfectionism, meaning they pushed themselves to excel in school and life. This self-motivation became more pronounced once students entered high school. Students who were motivated by internal standards tended to have better relationships with teachers, peers, and school itself. In contrast, those who felt pressure from outside sources were more likely to feel isolated and disconnected from their school, friends, and studies. This type of perfectionism was found to negatively impact social adjustment and relationships for all students, regardless of whether they were gifted. Sakhavat Mammadov, the study’s corresponding author and an associate professor at the University of Georgia’s Mary Frances Early College of Education, explained that the issue isn’t high standards themselves, but how they are connected to self-worth and self-esteem. When students fail to meet these standards, they may experience anxiety or depressive symptoms and blame themselves after stressful events. Mammadov emphasized that perfectionism is not a single trait and that whether the drive comes from within or is perceived as imposed by others makes a significant difference in its impact.