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This creates problems as the mentally retarded stay at their same level and others move ahead at an average or accelerated rate. There is also a problem of mainstreaming these children in schools and having these children attempt to work together in the classroom. As their age increases, the differences in abilities become more pronounced as the diversity in abilities becomes more pronounced. The teacher is now faced with instruction on too many levels. Schools are called upon to solve the most basic problems of a society, while providing a positive educational experience for all of our children. .
             Intelligent and highly capable students may become bored or frustrated with repetition and lose interest, while the mentally retarded child is more comfortable with what is familiar to them. Because of this and their patience to perform certain tasks over and over, their skill at certain tasks may be greater than someone with a higher level of intelligence. How well each of these groups develops is often based upon how well they are able to use their abilities. The factors that influence this are, living conditions, interaction with parents, teachers or peers, and their ability to handle success or failure when given certain tasks. Co-author Zigler has argued that for people with limited intelligence, motivation may be the key factor in determining performance. Those who have experienced many failures in life may be leery of rising to a new task or challenge. A gifted or intelligent person may just assume that if more time or effort is given to a task, they may be able to succeed, however, if they are under challenged or given multiple difficult tasks to perform, they may tend to avoid challenges and begin to doubt their abilities. .
             It has recently been discovered that the gifted are not immune to psychological disorders as once thought, although they have a slightly better prognosis than their average or below average peers.