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The observation of a regression in intellectual functioning among adolescents with high potential (HPI) has led to the hypothesis that intellectual inhibition is induced by restrictive educational situations. This phenomenon is known in the literature as the “Golem effect.” This article presents a case study of an HPI adolescent. We obtained quantitative data from two WISC-5 tests administered over two time intervals and qualitative data using the Rorschach projective test and the boredom proneness scale (“échelle d’ennui” or EDE in French). The drop in scores from one WISC-5 to the next indicates intellectual inhibition, which was also found in the Rorschach responses. The boredom score reinforces the hypothesis that a restrictive situation is a contributing factor. This case study shows that intellectual inhibition can constitute a defense mechanism in HPI adolescents facing school expectations experienced as boring and burdensome, as well as poor educational interactions, an inhibition referred to as the “Golem effect.” The Golem effect shows the imprint of psychotrauma in the school environment, which is hypothetically more pronounced in HPI individuals.