Bullying remains one of the most pressing challenges facing educators, students, and families today. While traditional bullying persists in nearly every school, cyberbullying has emerged as an equally concerning phenomenon extending beyond school walls. The landscape of bullying has shifted dramatically over the last decades with the rise of digital technology, with reported incidences of cyberbullying doubling between the years 2007 and 2019 (Patchin & Hinduia, 2019). According to the National Center for Education Statistics (NCES, 2024), 26.5% of students experience online harassment. Bullying during childhood and adolescence is a dangerous behavior linked to violence, antisocial conduct, and depression. Media reports of school violence and cyberbullying highlight the emotional distress experienced by victims, which can result in severe psychological effects and, in some cases, physical retaliation against the perpetrators. Educators must understand these modern bullying dynamics to support all learners, particularly for gifted and twice-exceptional (2e) students who may be at increased risk due to their unique social-emotional profiles.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
