Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students

Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study

“…From a practical perspective, the findings of the current study suggest there is a need for gifted education professionals to address not only the academic development of gifted students but also to promote character education and emotional literacy, which include personal, social, and emotional competencies [118], with the latter serving as a specific learning variable. For example, the creation of a social and emotional learning curriculum is an appropriate strategy for promoting self-esteem [119], particularly for young, gifted children, as difficulties in social-emotional development are most prominent during early childhood given children's asynchronous development at that time [18]. In such a curriculum, school psychologists and school counselors would use principles derived from both positive psychology and emotional intelligence to promote overall self-esteem, which could lead students to experience greater happiness and emotional well-being [120,121].…”

Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

“…Despite the steady increase in interest in social-emotional learning (SEL) over the last few years, there remains a lack of programs offered to gifted students aimed at addressing their unique SEL needs (Smith, 2017). As such, gifted students -and particularly those in their early childhood years who do not receive any gifted services -may be at risk of developing social-emotional issues (Harrison, 2004).…”

“…At the time of the present study, a predetermined SEL curriculum covering the unique needs of the entire gifted population did not exist (Smith, 2017;Gross, 2010). A newly designed SEL-focused program, named "Think, Fell, Learn", has, subsequently, been developed by the author after having reviewed the relevant literature.…”

“…Subsequently, they found positive significant changes concerning social and emotional development among gifted participants. Smith (2017) suggests that community-based consultancy interventions, and a wide variety of after-school enrichment programs, can address the unique needs of gifted students; therefore, can holistically and collaboratively foster their cognitive, social, and emotional development. Similarly, Suhaila, Heyam, Naifa & Wafa' (2020) investigated the effects of a group intervention program in developing friendship skills among gifted and talented high school students from Jordan.…”

“…Indeed, these students may feel pressured and are usually overwhelmed by their own tendency for perfectionism which, in combination with adults' high demands, can cause frustration and unhappiness (Speirs Neumeister, Williams & Cross, 2009). The literature reiterates that some gifted children struggle with unique social and emotional complexities and issues; these include issues related to social self-esteem, loneliness, and anxiety -which arises out of the perceived differences between their own abilities and interests and those of their non-gifted peers due to uneven development (Smith, 2017). In fact, gifted children's intellectual abilities and thinking skills are higher than those of their typically-developing peers; however, their social and emotional competencies could respond to their age level, or may even be inferior in some cases (McGee & Hughes, 2011;Rinn, Plucker & Stocking, 2010).…”