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Academic Leadership: The Online Journal (2003-2012)

Shari Smith

Abstract

When it comes to gifted and talented education, once a student has been identified as gifted, educators make it a priority to push them to higher levels of thinking. Higher thinking is one of the desires of these gifted students, however the emotional needs of gifted students can often be lost as they are driven to focus on their academic abilities (Johnson, 2001). Often times the assumption about gifted students is that they come from a two parent home and that they will make good grades no matter what. The following modified verbatim examples will show the impact of not meeting the emotional needs of gifted students. The first case study, by Kayleen Williams, points out how gifted students often comedown on themselves too hard when they come across their first academic challenge (Edmunds, 2005). The following three case studies, by Emily Sketch, Nima Tahai and Kristi Rutter, show how gifted students often have to find a source of motivation after being engaged in gifted programs for a relatively long period. The final case study, by Kelli Cohen, reveals how a student almost completed his graduate studies with unidentified social problems. They will also demonstrate the transformation that takes place when the person within the gifted child is ministered to.

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