Just as creativity is difficult to define, students who display creative/productive gifted behaviours are as unique and varied as their work; therefore, the definition must be flexible and multidimensional. Students demonstrating creative/productive gifted behaviors may present as passionate individuals who persistently tackle unusual problems or ideas, who work hard even when faced with uncertainty or failure. They may be the ones who jump into new projects, push boundaries, ask questions, empathize with others, and may appear to be living in their own world (Davis & Rimm, 1977; Kim, 2019). Davis and Rimm (1977) describe characteristics creative students demonstrate such as high self-confidence, curiosity, willingness to take risks, energetic, spontaneous, eager to try new things, playful, a sense of wonder, good sense of humor, and possibly have artistic or aesthetic interests such a drama, art, or music. It is important to be aware that students do not always have interests and talents within the arts. Students with creative/productive gifted behaviors may have an interest in any area, perhaps science, math, literature, or the natural world.

Some children with creative/productive gifted behaviours may not be easily identified, and Kim (2019) cautions teachers and parents that these children may “produce strange or unsuccessful work more often than they will produce a beautiful, finished work” (p. 120).

It is not uncommon for this group of children to be labeled as button pushers, rebels, or disruptive (Rimm et al., 2017). Historical figures corroborate this theory. These characteristics can be seen in famous creative minds such as Pina Bausch, whose risk-taking and playfulness broke barriers in the dance world, or Marie Curie, whose deep curiosity and sense of wonder led to discoveries in science.