“Nature’s child” and “the diplomat”

Abstract

Scholars have expressed sustained interest in the social–emotional adjustment of gifted children, with conflicting views persisting: one that gifted students possess greater resiliency to environmental stress; the other that this population is more vulnerable. Capitalizing on the few case studies that examined adjustment among gifted students, the researcher conducted a cross-case study of two highly productive fourth-grade students at a K–12 public school. Data were collected throughout the course of a school year and included interviews with students and their parents. Findings included students’ relying on strengths to cope with their surroundings and periodically isolating themselves.

Understanding Experiences of High Achieving Sixth-form Students Through the Oxbridge Application Process

“…[voice breaks into tears] Yeah, I want to do well for myself as well obviously, but they have done so much for me, so I don't want to disappoint them.' Indeed, the difference in parental support at home for the parGcipants was a contrasGng and variable factor (Haberlin 2018) with some feeling very supported, and others less so. When asked about his experience of being high achieving in his home, Vance spoke about how his parents took a hands-on approach to his academic studies to the point of insGlling in him to not only do the bare minimum for his homework or physically showing him how to revise:…”