GLDs are commonly shown to have either very positive relationships or very negative relationships with many teachers. This is likely due to some teachers showing greater support and patience, while others have misconceptions about these students, leading to impatience and intolerance. They are also shown to be generally frustrated with the structures and resources provided by educational institutions. Educators could improve the support given to GLDs by offering more customized support, identifying for GLDs sooner, and recognizing their specific needs to nurture their talents.