Supporting gifted students can benefit the entire classroom.
Articles on Gifted children
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Common methods for identifying gifted students often miss students from lower-income families who should qualify for gifted programs.
Short-term disputes are really symptoms of deeper divisions in the US over who deserves academic opportunity, and how to present the nation’s history.
Teacher referrals will replace standardized testing. That could disadvantage already-underrepresented students.
Is it really necessary to identify gifted children?
Racial, ethnic and class inequities regarding gifted and talented services are found in most school districts.
Students with exceptional spatial skills should be eligible for gifted and talented services and given personalized support. But many schools fail to identify and engage these children.
Gifted students have the potential to be our future Einsteins. But they will only do this if we support them to learn in an appropriate way.
Failing to provide an appropriate education for students who are gifted increases the risk of mental health issues, boredom, frustration, and behavioural problems.
About two out of seven children are likely bored in their classrooms, as they aren’t learning much that is new. Should these children skip grades? What’s the evidence on grade-skipping?
Some believe children who are first-generation learners with illiterate parents are not capable of greatness. But some of the cleverest, most committed and most creative children come from slum areas.
Top contributors
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Associate Professor of Education Policy and Psychology and 21st Century Chair, University of Arkansas
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Associate Professor of Educational Studies, University of Alabama
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Professor of Education, University of Iowa
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Administrator, Acceleration Institute and Research, University of Iowa
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Lecturer, School of Education, University of Wollongong
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Lecturer in Health Geography, University of Bristol
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Assistant Professor of Education Policy and Data Visualization, University of Washington, Bothell
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Research Associate, The Dartmouth Institute, Dartmouth College
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Professor of Educational Studies; Director, Gifted Education Research and Resource Institute, Purdue University
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Professor of Social Work and Education, Loyola University Chicago
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Executive Director of the Office for Education Policy, University of Arkansas
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Acting Director of Research, Reader in Global Development, Newcastle University
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Dra. Educación y Sociedad. Professora Departament de Mètodes d'Investigació i Diagnòstic en Educació, Universitat de Barcelona
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Professor, Faculty of Education and Arts, Australian Catholic University