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Introduction: This study investigates the relationship between High Intellectual Abilities (HIA) and hypersensitivity in primary school children, as well as gender differences in hypersensitivity. Methodology: A non-experimental comparative design was employed. The sample included 62 primary school students from the Community of Madrid, of whom 48.4% were diagnosed with HIA. The HSPS and EPAS-A scales were used to measure hypersensitivity. Results: Students with HIA showed significantly higher levels of sensitivity compared to their peers without HIA. Differences were significant across all dimensions of the EPAS-A, with greater depth of processing, emotional reactivity, sensitivity to nuances and subtleties, and overstimulation in students with HIA. Additionally, girls showed higher levels of sensitivity than boys. Conclusions: It is crucial to recognize and address the specific needs of students with HIA and hypersensitivity to support their emotional and academic development. The gender differences in hypersensitivity suggest that differentiated approaches should be considered in educational interventions. Creating an appropriate educational and emotional environment can foster the integral development of these students. Introducción: Este estudio investiga la relación entre las Altas Capacidades Intelectuales (ACI) y la hipersensibilidad en niños de Educación Primaria, así como las diferencias de género en la hipersensibilidad. Metodología: Se empleó un diseño no experimental de tipo comparativo. La muestra incluyó 62 estudiantes de Educación Primaria de la Comunidad de Madrid, de los cuales el 48,4% tenía diagnóstico de ACI. Se utilizaron las escalas HSPS y EPAS-A para medir la hipersensibilidad. Resultados: Los alumnos con ACI mostraron niveles significativamente más altos de hipersensibilidad en comparación con sus pares sin ACI. Las diferencias fueron significativas en todas las dimensiones de la EPAS-A, con mayor profundidad de procesamiento, reactividad emocional, sensibilidad para matices y sutilezas, y sobreestimulación en alumnos con ACI. Además, las niñas presentaron niveles más altos de hipersensibilidad que los niños. Conclusiones: Es crucial reconocer y abordar las necesidades específicas de los alumnos con ACI e hipersensibilidad para apoyar su desarrollo emocional y académico. Las diferencias por género en hipersensibilidad sugieren que se deben considerar enfoques diferenciados en las intervenciones educativas. Crear un entorno educativo y emocional adecuado puede favorecer el desarrollo integral de los estudiantes.

This study evaluates the efficacy of the Gifted Care Program implemented in public schools within the Al-Ahsa region of Saudi Arabia, with a dual focus on assessing its success in achieving predefined objectives and examining its impact on fostering independence among enrolled students. Utilizing a single-group experimental design (pre-test/post-test), the research involved a sample of 90 gifted students across four program levels, spanning grades six (primary) to nine (intermediate). The independent variable was the structured gifted program, while the dependent variable measured students’ level of independence through a validated psychometric scale. Statistical analysis employed the non-parametric Wilcoxon signed-rank test, supplemented by effect size calculations, to account for potential non-normal data distribution and quantify the magnitude of observed changes. Results demonstrated statistically significant improvements in students’ independence scores following program participation (p < 0.05) with a calculated effect size approximating 1.0—indicative of a robust practical impact according to conventional interpretive frameworks. These findings underscore the program’s success in cultivating an educational environment tailored to gifted learners’ cognitive and emotional needs, thereby enhancing critical thinking, creative problem-solving, and academic performance. The study further highlights the program’s alignment with broader educational goals of nurturing autonomy and self-directed learning competencies among gifted populations. The outcomes advocate for sustained investment in specialized gifted programs, emphasizing their capacity to address unique student needs while contributing to national human capital development. Recommendations include longitudinal studies to assess long-term impacts and curricular refinements to optimize scalability and inclusivity. This research advances empirical understanding of gifted education in Saudi Arabia, offering actionable insights for policymakers and educators committed to fostering excellence in specialized learning frameworks.

Uma das vertentes educativas mais férteis é a busca incessante por uma escola inclusiva, a qual contenha um projeto pedagógico que contemple as necessidades específicas de cada educando. Quando falamos de altas habilidades ou superdotação, surgem algumas ideias que nos levam a pensar em crianças prodígio e gênios em todas as áreas do conhecimento, mas, não é bem assim, essas crianças precisam de um olhar flexível para que suas necessidades sejam atendidas. Os professores precisam quebrar antigos paradigmas e utilizar de estratégias pedagógicas que atendam às necessidades desses alunos. Diante dessa situação, o que nós, educadores, podemos propor como desafios a esses alunos para que seus direitos de aprendizagem sejam garantidos? A investigação desta pesquisa se apoia em conhecer o olhar do educador sobre o conceito de altas habilidades ou superdotação e sobre a práxis educativa como forma de democratizar as necessidades individuais dos alunos superdotados. A referida pesquisa, nos leva a indagar e a refletir sobre: Os professores do ensino fundamental dos anos finais se apropriaram do conceito de altas habilidades ou superdotação ainda na universidade e sabem qual metodologia utilizar para que esses alunos se mantenham motivados e avancem em seu processo de aprendizagem? A referida pesquisa teve caráter qualitativo onde descreveu e interpretou os dados expostos pelos professores de uma escola na cidade de Natal/RN ao professor pesquisador a fim de analisar e revelar a visão do educador sobre a condição dos alunos com altas habilidades ou superdotação, realidade vivenciada no dia a dia de sala de aula e as metodologias adotadas.

Intellectually gifted students have the right to appropriately challenging learning experiences and the right to reach their potential; yet little is known about their learning experiences in mixed-ability classes in Australian primary schools from the students’ perspectives. In Australia, where most intellectually gifted students are in mixed-ability classes, teachers are expected to differentiate to meet the specific learning needs of students across the full range of abilities. The aim of this qualitative study was to examine the learning experiences of intellectually gifted students in mixed-ability classes in Western Australian primary schools and consider whether the mixed-ability classrooms were inclusive in terms of meeting their specific learning needs. Twelve students were interviewed from different primary schools, and interview questions focused on their learning experiences and what they would like their teachers to know about these experiences. Three themes were established from analysis: wasted learning opportunities; challenge and support; and learning and working with others. The findings are positioned with reference to the Australian education context and implications and recommendations are presented.

IntroductionIn today’s world, it is of great importance to raise qualified learners whose creative thinking skills and self-efficacy are developed and who can make various choices and take responsibility for their choices as well as implementing them by making their own decisions. In this regard, the study examined the role of gifted students’ self-efficacy (SE) as a mediator on the relationship between autonomous learning (AL) and creative cognition (CC).MethodsA proposed conceptual model was tested using a cross-sectional survey design. Based on “convenience sampling,” the study group consisted of 528 gifted secondary school students enrolled in three Science and Arts Centers in Ankara, Türkiye in the 2022–2023 academic year. A two-step Structural equation modelling (SEM) analysis was conducted for data analysis.Results and discussionThe findings revealed that AL positively and significantly predicted CC, SE was positively correlated with CC, and both dimensions of AL (Independence of Learning- IoL and Study habits- SH) had a significant direct and indirect influence on CC via SE, confirming that the dimensions of AL (IoL and SH) had distinct indirect influences on CC via SE. The study improves our understanding of the role that SE beliefs play in the interaction between AL and CC, which helps to expand and improve models that represent these processes. In order to create conditions that encourage AL, foster SE beliefs, and eventually improve CC among gifted students, educators, policymakers, and parents can create a learning environment that not only promotes AL and strong SH but also fosters SE and CC, ultimately leading to more innovative and self-reliant students.

The study of mental health among gifted and accelerated learners has continued to evolve since the publication of a chapter focused on their subjective well-being. This article provides an updated review of mental health research focusing on gifted learners, specifically through understanding flourishing is routed in their experiences of positive emotions, engagement, relationships, meaning, and accomplishment (PERMA theory). We explore literature published between 2017 and 2024 addressing PERMA as it relates to gifted, high-achieving, and accelerated youth. Recommendations for future research and practice are provided.

As artificial intelligence (AI) becomes more integrated into education, the ability to craft precise prompts, or “prompt engineering,” takes on new importance. Gifted students, with their natural creativity, analytical skills, and ability to connect ideas across disciplines, are well-positioned to excel in prompt engineering. Through specific questioning and follow-up prompts, gifted learners can deepen their engagement with AI, improving the quality and relevance of AI-generated responses. The introduction of models like CRAFT and strategies such as prompt chaining and flipped interaction patterns empower students to optimize their AI interactions, thus enhancing both their learning and problem-solving capabilities.

Este estudo versa sobre as meninas negras com superdotação que historicamente enfrentam desafios e desigualdades no sistema educacional e que tais desafios se referem, principalmente, a dupla marginalização que estas meninas enfrentam. Assim, delineamos como objetivo geral, desta pesquisa, investigar na literatura científica o processo de inclusão de meninas negras em programas para alunos superdotados, por meio de uma revisão sistemática de literatura. Para tanto, delimitamos como objetivos específicos: (a) Analisar as barreiras e os desafios enfrentados por meninas negras no acesso a programas para alunos superdotados; (b) Avaliar as estratégias e intervenções educativas eficazes na promoção da inclusão de meninas negras em programas para superdotados; (c) Explorar as experiências e as percepções de meninas negras incluídas em programas para superdotados. Metodologicamente, este estudo caracteriza-se por ser uma revisão sistemática da literatura, em que se pretende pesquisar estudos no idioma português, a partir das base de dados: Periódico da Capes, Scielo e Google Acadêmico, utilizando-se como descritores os termos “Altas habilidades”, “Superdotação”, “Meninas negras”, “Programas para superdotados”. A partir disso, espera-se verificar que as significações e os preconceitos enfrentados pelas meninas negras superdotadas são construídos socialmente e, portanto, é possível de serem descontruídos em prol de uma educação inclusiva, democrática e equitativa

The cases in this chapter focus on understanding the intellectual and social-emotional development of gifted and talented students and the need for differentiation in curricular programs. Each case explores an aspect of learning and developmental differences such as twice and thrice exceptionalities, underachievement, and perfectionism while providing opportunities for readers to reflect on their implications.

A inclusão escolar é um processo que possui desafios e que visa garantir a participação plena e igualitária de todos os estudantes, independentemente de suas habilidades, necessidades especiais, origens étnicas, religiosas ou socioeconômicas. Estes objetivos devem permear todas as instituições de ensino, principalmente as escolas públicas e em especial, nas Escolas de Tempo Integral. Incluir significa não apenas matricular os alunos, mas também proporcionar-lhes o suporte necessário para que possam alcançar seu pleno potencial acadêmico, social, emocional, espiritual e até mesmo contemplando o tema saúde mental. Todos devem ser participantes e coparticipantes desta inclusão. Isso inclui aqueles com deficiências físicas, sensoriais, intelectuais, emocionais ou comportamentais, bem como aqueles que enfrentam barreiras socioeconômicas, culturais ou linguísticas. A inclusão também abrange estudantes superdotados, pois eles também têm necessidades educacionais especiais que requerem atenção individualizada. A inclusão começa com a aceitação da diversidade como um valor fundamental da comunidade escolar. Isso implica em adaptar práticas pedagógicas, currículos e ambientes físicos para atender às necessidades variadas dos alunos. Estratégias como a educação inclusiva, que busca integrar alunos com deficiência em salas de aula regulares, e o desenvolvimento de programas de apoio individualizado, como planos de educação individualizada ou planos de ensino individualizado, são fundamentais. Além disso, a formação continuada de professores e funcionários da escola é essencial para criar um ambiente inclusivo. Isso envolve sensibilização para as necessidades específicas dos alunos, técnicas de ensino diferenciadas e a promoção de uma cultura escolar baseada na empatia, respeito mútuo e colaboração. Assim, as deficiências não serão barreiras, mas apenas indicações para a solução de problemas. A inclusão escolar é um compromisso com a equidade e a justiça educacional, que reconhece e valoriza a diversidade como um recurso enriquecedor para toda a comunidade escolar. Este é um relato de experiência exitosa sobre esta temática.

This study investigated how peer feedback as an instructional tool might increase the engagement of gifted middle school science students, potentially impacting their academic performance in science. It specifically addressed gifted students' perceptions of peer feedback in science. Furthermore, it explored how peer feedback could be considered a potentially effective learning strategy to increase student's engagement and learning from their peers in the science classroom. In this quantitative study, the researcher examined the independent variable, which was comprised of three peer feedback conditions: learning condition, rubric condition, and line condition, to see how students' perceptions of the usefulness of peer feedback were in science. A one-way repeated measures ANOVA was used to understand if there were any changes in student perceptions during peer feedback conditions through a STEM prosthetic hand project. All students participated in each stage of the study design by learning about the peer feedback conditions (learning, rubric, and line-by-line condition) and completed each survey at the conclusion of each condition. Within each peer feedback condition, students were learning how to give, receive, and apply peer feedback (the peer feedback cycle). However, the results of statistical analyses revealed no significant differences among the three peer feedback conditions. These findings challenge much of the available literature on peer feedback and suggest that these different conditions may be influenced by factors not accounted for in this study. There is evidence to suggest that there is enough promise in utilizing peer feedback, specifically using peer feedback in science and STEM courses. Future research should explore the potential impact on study results if the peer feedback cycle is applied after engaging in extensive community-building, in non-gifted learning environments, and with a control condition over a longer implementation period. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized, pre-test/post-test experimental design study tested a mathematical problem-solving intervention to evaluate its effects on gifted students' motivation in mathematics. Fourth and fifth grade gifted students were semi-randomly placed into groups for mathematical instruction using business-as-usual, Traditional Problem-Solving (TPS), or Mathematical Problem-Posing (MPP) pedagogical approaches. Twenty-nine gifted students took the Children's Academic Intrinsic Motivation Inventory (CAIMI; Gottfried, 2006) at pre-test (i.e., before instruction) and again at post-test to measure any potential changes in their learning motivation in mathematics using raw scores. A one-way analysis of covariance (ANCOVA) was conducted to explore the mean difference between groups (i.e., TPS/MPP instruction) on one continuous dependent variable (i.e., post-test motivation scores) while controlling for pre-test motivation scores (i.e., covariate). After controlling for pre-test scores, there was no statistically significant difference between groups in students' motivation scores, F(1, 26) = .057, p = .813, although students' motivation scores increased in both groups. Limitations, such as the duration of the intervention, are discussed along with implications for future research, which include repeating the study with a larger sample and for a longer duration. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Interpersonal skills and perfectionistic tendencies of gifted adolescents may influence psychological health and future professional success. In order to better understand these variables, we must have accurate and valid measures first. This study attempted development and validation of measures of interpersonal skills and perfectionistic tendencies among gifted children in order to determine if the constructs had quantitative and qualitative meaning. Gifted students' responses to the Interpersonal Competence Questionnaires (ICQ) and Frost's Multidimensional Perfectionism Scale (FMPS) were analyzed with the Rasch rating scale model. Evidences of multiple aspects of validity were examined in order to make evaluation judgments regarding the validity of the measures. Initial Rasch analysis demonstrated that both ICQ and FMPS have poor rating scale functioning, dimensionality and person fit statistics. Modifications were made to the original scales, including collapsing rating scale categories, deleting misfitting items and misfitting people. Two new measures, ICQ-revised and FMPS-revised, were generated based on the initial results from Rasch analysis. According to the Rasch diagnostic indices, the ICQ-revised and FMPS-revised demonstrated adequate reliability, separation, item and person fit, rating scale functioning, and dimensionality. The cumulative evidence from this study allowed for concluding that measuring gifted students' interpersonal skills and perfectionistic tendencies were desirable using the revised measures. However, further investigations into the theoretical framework of these two constructs among gifted students were still needed to improve the scales to target students with advanced interpersonal skills and higher level of perfectionistic tendencies. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

El artículo presenta una revisión narrativa sobre el tema de alta dotación, talentos y creatividad en la educación primaria. Se revisaron los principales modelo teóricos explicativos del fenómeno de la superdotación estudiantil, desde la perspectiva psicométrica que pone énfasis en las habilidad cognitivas objetivas y el modelo psicosocial que ofrece un enfoque integral. Se hace una revisión y contraste de principales teóricos sobre esta línea de investigación como lo modelos de Renzulli, Gagné, Mönks y Van Boxtel, Gardner, y Sternberg. Se concluye que los enfoque más aceptados actualmente están asociados a la perspectiva de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg con énfasis en inteligencia analítica, creativa y práctica. una comprensión completa de la superdotación, que considere aspectos cognitivos, emocionales y sociales, resultará en prácticas educativas más equitativas y eficaces que permitirán el desarrollo pleno de todos los estudiantes. Se recomienda desarrollar programas de capacitación que capaciten a los docentes y directivos escolares en la identificación y apoyo de estudiantes con altas capacidades, basados en las teorías de inteligencias múltiples de Gardner y el modelo triárquico de Sternberg.

Giftedness is understood as a fundamental concept (paradigm) of modern education. It is proven that a child under the age of 5-6, as a predominantly right-hemisphere human being with a plastic psyche, vast emotional-sensory resources, highly dynamic mental processes, and metabolism, is a multifaceted gifted human being. Giftedness, as an emergent essence (arising, according to a synergetic view of the issue, as a systemic property of the whole), can be "unlocked" and actualized through certain educational/developmental procedures. In this context, it is appropriate to discuss the "basic genius" of each child, which researchers refer to as the "principle of sacredness", inherent in every child enabling them to pursue great goals in life. The realization of this principle largely depends on the structure and content of the socio-pedagogical environment in which the child exists. Accordingly, the "release" of a child's sacred potential (child’s genius potentiality) in adulthood may occur under critical life conditions/situations. It has been determined that giftedness, in some sense, is related to such characteristics as genius, creativity, talent, and others, which can be differentiated in the context of the dichotomy "actual-present" (present situation) – "potential-possible" (prospective). Childhood itself can positively influence an adult person capable of activating this state. In this regard, we refer to the methodology of infantilization as a psychologically positive regression into childhood, which significantly enhances the educational process. It is concluded that developmental-pedagogical impact on the neural structure of the human brain can leave imprints on the genetic structures of an individual, potentially transmitting these effects to future generations through inheritance.