For adolescents, one of the primary struggles faced is that of identity (as Erikson noted in his stages of psychosocial development, the psychosocial crisis of adolescence is identity vs. role confusion). When thinking about how to spotlight student work for this issue on the social and emotional needs of gifted students, I realized how I personally found solace as an adolescent trying to figure out my identity—through words, through stories and poems and songs.
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.
