Voices From the Families: Strategies for and Challenges in Raising a Gifted Child

Abstract

The purpose of this study was to investigate parenting styles and practices, strategies and resources used to develop a child’s potential, and family–school relationships. Nine families with gifted and talented students participated. The instruments used were a sociodemographic questionnaire, a parenting style scale, and a semistructured interview. The results indicated that the authoritative style was the most representative of parenting practices of this sample. The interviews generated six themes: (a) parental practices, (b) strategies and resources for student development, (c) family–school relationship, (d) challenges, (e) learning, and (f) advice. The findings suggested that parents were concerned not only with developing children’s talents but also with promoting their well-being. If schools were opposed to meeting their children’s needs, parent took their own initiative in meeting these needs. Seeking support from expert professionals in the field and other parents of gifted children was highlighted by the participants.

Parental Attitudes toward Gifted Students and Gifted Education: Attitude Profiles and Predictors

“…For example, many of these studies have highlighted the lack of knowledge about gifted students and gifted education, the consequent desire of parents for greater knowledge, and the related efforts to seek this knowledge through self-study and the contact of experts (Colangelo and Dettmann 1983;Foster 2000;Guthrie 2019;Vidergor and Azar Gordon 2015). Other studies have highlighted the many challenges in supporting the socio-emotional development of gifted students, or challenges in supporting gifted students to achieve to their full potential (de Souza Fleith et al 2024;Guthrie 2019;Morawska and Sanders 2009;Peebles et al 2023;Wellisch 2021). Of note, the desire to fulfill the potential of their gifted children, and concerns about possible underachievement in the regular classroom, have been cited to be among the reasons why many parents of gifted students have supportive attitudes toward gifted education (Vidergor and Azar Gordon 2015).…”