Scientists, practitioners, and policymakers have long debated the non-cognitive and socio-emotional aspects of intellectual giftedness. Are gifted individuals more likely than their less gifted counterparts to have a high level of well-being? How has well-being been defined in early and contemporary investigations involving gifted children, adolescents, and adults? What resources and interventions promote the well-being of gifted individuals? In this narrative review, the aforementioned questions are addressed by integrating available theoretical perspectives on gifted education, human development, and the well-being experiences and resources of gifted individuals. Guided by previous findings and theories on talent development and positive psychology, this article proposes an emotional wellness model of talent development. Future theoretical and research implications are discussed.
This quantitative study examined whether teachers’ racial implicit bias relates to their perceptions of student creativity. It was hypothesized that lower levels of implicit bias would be associated with a higher desirability of creative characteristics and stronger self-reported personal creativity. Participants ( n = 173) completed the Race Implicit Association Test (IAT) and the Teacher Perceptions of Student Characteristics Survey. Data were analyzed using analyses of variance (ANOVA) and descriptive statistics to explore relationships between automatic preferences and perceptions of creativity. Results revealed a statistically significant difference in the desirability of creative traits based on bias levels: educators with minimal automatic preferences rated creative characteristics as most desirable, while those with strong pro-White bias rated them lowest. No significant relationship was found for non-creative traits or personal creativity. Findings suggest that addressing implicit bias is essential for equitable creativity identification and professional learning in gifted education.
This study explored how gifted male students in the Asir region of Saudi Arabia experience and interpret psychological well-being within their cultural and educational environments. Semistructured interviews were conducted in Arabic to ensure linguistic and cultural appropriateness, and the data were analyzed using Braun and Clarke’s thematic approach, informed by Ryff’s eudaimonic framework. Three overarching themes emerged: relational and culturally grounded sources of support, emotional self-awareness and coping processes, and environmental and institutional influences on well-being. Family cohesion and parental encouragement emerged as central sources of emotional security, while intrinsic motivation and selective peer relationships supported students’ sense of competence, belonging, and personal growth. Participants also described using reflection, positive self-talk, prayer, and Qur’anic recitation to manage stress and maintain emotional balance. Supportive school climates, responsive teachers, and access to enrichment or counseling services further contributed to students’ well-being. The findings show how dimensions of Ryff’s model were expressed within a collectivist and faith-informed context, particularly through relational forms of autonomy, spiritually grounded meaning-making, and culturally shaped emotional regulation. The study highlights the importance of culturally responsive socioemotional support in gifted education within non-Western contexts.
This study analyzes demographic representation in New York City’s Gifted and Talented program from 2010 to 2023. We examined participation rates and citywide representation indices, accounting for district differences and temporal trends. Findings reveal persistent disparities, with Black and Hispanic students chronically underrepresented throughout the decade. The COVID-19 period coincided with substantial participation declines in 2020–2021 across all groups. Subsequent policy changes, first replacing test-based admissions with teacher recommendations and later implementing universal screening, were associated with participation gains for underrepresented groups, though statistical significance varied by model specification and district. The low representation indices for Black and Hispanic students highlight how structural barriers, including program availability, community access patterns, and geographic inequities, perpetuate deeply entrenched demographic challenges that have accumulated since the program’s inception.
Perfectionism has received a great deal of attention within the field of gifted education. Research in this area spans four decades and a growing number of articles, yet studies directly comparing perfectionism levels in gifted individuals with the general population remain limited. This article reports two studies investigating differences between gifted students and their non-identified peers across two measures of perfectionism. Study 1 examined the extent to which students’ ( N = 1,182) perfectionistic cognitions differed by gifted status and school level (middle vs. high school). Gifted high school students reported higher levels of perfectionistic cognitions than their same-age peers, whereas no differences were observed in middle school. Study 2, with a similar sample ( N = 646), used Hewitt and Flett’s multidimensional model to compare self-oriented, other-oriented, and socially prescribed perfectionism and to explore their associations with social adjustment and relationships with teachers and peers. The only significant difference was in self-oriented perfectionism, with gifted students scoring higher than their peers. Associations between perfectionism dimensions and students’ social adjustment and school relationships were largely independent of giftedness.
Contemporary giftedness theory requires systemic frameworks to explain the longitudinal actualization of talent and the maintenance of eminence. This study applies Albert Ziegler’s Actiotope Model of Giftedness (AMG) to a critical analysis of Nikola Tesla’s autobiographical narrative. The research aims to deconstruct the complex interaction between unique potential, strategic self-regulation, and a turbulent environment, tracking the genesis of key competencies. The analysis confirms the applicability of all five AMG components to Tesla’s trajectory, demonstrating that his supreme inventive skill (mental simulation) emerged as an adaptive, constructed action in response to childhood adversity. Crucially, the findings reveal that Tesla’s extreme cognitive autonomy and systemic dissonance suggest the need for a theoretical extension of the AMG to incorporate the psychological cost of eminence in radical innovators. This study confirms the heuristic value of the actiotope model and offers significant implications for pedagogical practice aimed at fostering autonomous self-regulation and resilience in exceptional individuals.
The phenomenon of increasing human mobility has attracted the attention of various fields of study in the last decades; the existence of gifted students within these mobile populations urges educators and policy makers to thoroughly examine their diverse needs, the challenges they commonly face, and the essential support services needed to cater for their special needs. This systematic literature review examines the existing research on the pillars of gifted education within mobile populations published between 1999 and 2025 through the lens of the Process-Person-Context-Time (PPCT) model. The findings of this review contribute to a comprehensive understanding of the interplay between giftedness and human mobility, offering insights into policy and practice to better address the unique needs of this generally overlooked population. By shedding light upon this emerging issue, this study also underscores the need for further research and mobility-sensitive policies to ensure fair inclusion of gifted students from all backgrounds.
Most individuals have similar responses to everyday stimuli from the environment. But some individuals have responses that are stronger or weaker than others, and different ways of processing sensory information from the environment. Some individuals are so bothered by or negatively affected by sensory input and stimulation, or the lack of response to it, for example, that significant complications can arise with school, employment, and personal and family life. This article explores the literature on sensory sensitivity from the fields of medicine and psychology to enhance understanding of gifted and twice-exceptional individuals with sensory sensitivity. Within each field of study, theoretical, conceptual, and measurement approaches are discussed. Literature from the field of autism is explored, which is rich with research, as is research in the area of specific sound sensitivities. The very limited research from the field of gifted education is also explored. Implications for both research and practice are numerous.
Although attention-deficit/hyperactivity disorder (ADHD) and intellectual giftedness have been associated with atypical sensory processing and heightened sensitivity, no studies have specifically examined how these neurodevelopmental conditions interact to influence sensory sensitivity and sensory processing. This study aimed to investigate the sensory sensitivity and sensory processing of children with intellectual giftedness and ADHD. Using a cross-sectional correlational design, 159 parents ( M age = 40.65; 93.29% mothers) from Quebec, Canada, of children ( n = 209; M age = 9.38; 57.20% boys) aged 6 to 16 years—with intellectual giftedness ( n = 50), ADHD ( n = 61), both intellectual giftedness and ADHD ( n = 52), or neither ( n = 46)—completed the Sensory Profile 2 to assess their child’s sensory processing. In a subsample ( n = 90), parents additionally completed the Highly Sensitive Person Scale about their child to assess the child’s sensory sensitivity. Findings revealed that the interaction between intellectual giftedness and ADHD was associated with a decrease in sensory registration, a dimension of sensory processing, whereas the presence of either intellectual giftedness or ADHD alone was linked to increased sensory registration. This suggests that children with intellectual giftedness and ADHD tend to be more attuned to sensory stimuli in their environment, potentially reflecting a reduced capacity for sensory filtering and an increased risk of sensory overwhelm. These findings align with existing evidence indicating that such children may benefit from sensory-inclusive environments that facilitate better sensory modulation, thereby promoting adaptive functioning and well-being.
In this study, a systematic review was undertaken of the international research literature on the conceptualization, modeling, identification, development, and support of high ability and achievement in sports. For this purpose, four search criteria (i.e., relevance to high ability/achievement, an empirical study, a journal article published in a reputable outlet, and an English language publication) were applied to two databases—SPORTDiscus with Full Text (EBSCO) and Web of Science Core Collection. The 44 studies that met the search criteria were thematically analyzed. Thereafter, a comparison was made of key similarities and differences between the fields of sports science and gifted education in their approach to high ability/achievement, before a set of recommendations for future research and practice in gifted education were proposed (e.g., the adoption of holistic, dynamic and long-term focused models, broader and deeper approaches to identification, the establishment of optimal talent development environments, and technology-enhanced identification and support).
The European Girls’ Mathematical Olympiad (EGMO) was launched in 2012 to increase female participation in international mathematics competitions. Each year, four of the most mathematically talented girls from each participating country compete in the EGMO. In this article, we match each EGMO medalist with male participants from the International Mathematical Olympiad (IMO) and compare their career paths. In the full sample, we found no statistically significant gender differences in international mobility. However, girls were less likely than boys to choose mathematics as their undergraduate major, to complete a PhD, and to publish. They were more likely to attend a top-10 global university, but this result is only marginally significant in some specifications. When we restrict the sample to EGMO medalists who also participated in the IMO, obtaining a first degree in the United States or the United Kingdom becomes statistically significant, and attending a top-10 global university remains only marginally significant in some specifications, while the other factors lose statistical significance.
Gifted underachievement indicates a gap between what one is expected to achieve given demonstrated gifted potential and what is actually attained in school. Gifted underachievement has long been defined as an ability-achievement gap calculated by test scores and GPA. With a current understanding of human potential not as a fixed capacity but as growing with experience and learning, this article presents a new conceptualization, situating possible underachievement in context, wherein the dynamics of person & times; task & times; situation interaction determine the outcome. Consequently, the authors propose a diagnosis-intervention approach to find out what exactly transpires in situ, resulting in a typology of underachievement that can differentiate multiple types of underachievement and facilitate targeted interventions. The effort to revamp the notion of gifted underachievement is guided by a new paradigm of talent development to make gifted education scientifically more compelling, socially more equitable, and educationally more productive. Plain Language Summary Gifted Underachievement Redefined and Reconceptualized Many gifted students don't perform as well in school as their abilities suggest they could. Traditionally, this "gifted underachievement" has been defined by comparing IQ scores to grades, identifying students whose achievement falls below what their test scores predict. Our paper challenges this outdated approach. We propose a new way of understanding gifted underachievement that recognizes it's not just about test scores versus grades, but about complex interactions between students and their learning environments. We describe four main patterns of underachievement: (1) Internal Barriers, where personal factors like perfectionism or anxiety hold students back; (2) External Barriers, where environmental factors like lack of opportunities or stereotypes create obstacles; (3) Lack of Synergistic Play, where students initially engage but then experience a downward spiral of motivation; and (4) Mismatch, where there's a fundamental disconnect between how a student learns and what education provides. This new approach helps educators better identify why a particular student might be underachieving and create targeted interventions rather than applying one-size-fits-all solutions. By considering underachievement as situated in specific contexts rather than as a fixed condition, we can help more gifted students fulfill their potential.
This study examined how Iranian parents experience and interpret the dual identification of giftedness and autism spectrum disorder (ASD). Using interpretative phenomenological analysis (IPA), we conducted in-depth semi-structured interviews with 11 parents who met the study criteria. Four major themes emerged: a new chapter: the collision of giftedness and diagnosis; parenting against the grain: new roles in unfamiliar terrain; the unique child: between misunderstood strengths and daily struggles; and parental emotion: from grief to reorientation. Parents initially emphasized institutional inadequacy, cultural dissonance, and chronic fatigue, yet over time they described developing adaptive strategies-acquiring new skills, cultivating peer support networks, and redefining success in terms of well-being and autonomy. These findings highlight the urgent need for culturally responsive diagnostic practices, inclusive educational models, and systemic supports that acknowledge the complexities of twice-exceptionality in the Iranian context, thereby extending global conversations on equity in gifted education.
Some gifted students may have symptoms of attention-deficit/hyperactivity disorder (ADHD), which are associated with academic challenges. Self-efficacy for mathematics is typically lower in students with ADHD symptoms compared with their peers. This study explored how gifted students' sources of self-efficacy may mediate the relationship between their ADHD symptoms and mathematics self-efficacy. The study was conducted within the Israeli education system, which in recent years has promoted academic excellence alongside the inclusion of diverse student populations, in line with national inclusion policies. A quantitative longitudinal study collected self-report questionnaires from 88 gifted students at the beginning and end of seventh grade, to trace changes across the challenging transition year to middle school. Participants were identified as gifted students, while ADHD symptom levels were assessed as a continuous self-report variable and were not used to define twice-exceptionality. Results revealed that while higher inattention and/or hyperactivity-impulsivity levels correlated with lower mathematics self-efficacy, the effect was indirect, mediated by specific sources of self-efficacy, with the pattern and strength of the mediating relationships differing between the beginning and end of seventh grade. These findings highlight the importance of targeting self-efficacy sources to promote positive mathematical achievement for gifted students with high levels of ADHD symptoms.
This study examined sex differences among academically achieving and underachieving gifted students (N = 280) in the Netherlands attending a pre-university track in secondary school. We focused on three types of underachievement: general, language arts, and STEM. Boys demonstrated higher general intelligence scores than girls, while girls showed higher general academic achievement than boys. No sex differences were found in language arts and STEM achievement. Furthermore, boys underachieved at higher rates than girls across all three achievement domains (general, language arts, and STEM). Students who underachieve in one domain are more likely to underachieve in another. Regarding social-emotional characteristics, the study identified differences between achievers and underachievers in academic-achievement motivation and social-emotional well-being, but not in academic self-concept and inquisitiveness. Our findings highlight the importance of early identification of underachievement in gifted students across multiple domains.
This study explored the effects of immersive virtual reality (IVR) supported sustainability-focused differentiated science instruction on gifted students' engagement, self-regulated learning skills, and scientific creativity. A systematically developed instructional design incorporated Sustainable Development Goals (SDGs) related to Clean Water and Sanitation (SDG-6), Accessible and Clean Energy (SDG-7), Climate Action (SDG-13), Life Below Water (SDG-14), and Life on Land (SDG-15). Thirteen 3D scenes, created using Blender, were integrated into the Imedu 3D Metaverse. The embedded mixed-methods design included 40 gifted sixth graders (23 females, 17 males), divided into experimental (IVR-based) and control (non-IVR) groups. The experimental group used Oculus Quest 2 IVR headsets for a 10-week (40-lesson) intervention. Repeated measures ANOVA revealed significant group-by-time interaction effects, indicating that the IVR-supported group showed greater gains than the control group in science engagement, F(1, 38) = 5.181, eta & sup2; = 0.12; self-regulated learning skills, F(1, 38) = 6.883, eta & sup2; = 0.153; and scientific creativity, F(1, 38) = 68.237, eta & sup2; = 0.642. Interviews, self-assessments, and student products confirmed these findings. Future research should explore larger samples and diverse SDG applications.
Stress and anxiety are pervasive concerns among American college students, posing detrimental effects to their well-being and academic performance. Physiologically based stress management programs have proven effective within university settings; however, limited research has investigated the impact of such interventions on university honors students. One promising tool is electrodermal biofeedback, which utilizes electrodermal activity as an indicator of psychophysiological stress-related phenomena. To address this research gap, we conducted a pre-post comparison electrodermal biofeedback intervention study involving five honors students. Across 18 time points, we recorded a total of 81 stress response control measurements per participant. Over a 6-week period, participants learned to control electrodermal activity, heart rate variability, and peripheral temperature. Visual analysis of the data revealed improved averages and trendlines in physiological stress response control for all five students, with an average effect size of d = 0.74. Moreover, participants demonstrated better average physiological stress response control post-treatment compared with pretreatment.
Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.
High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students' science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP's on the development of rural high-ability students' social and emotional skills; key skills needed for the development of talent in STEM.
