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.
Retaining G/T Students Through Family Support
Celeste Sodergren, Ph.D., presents research-driven insights into how families of gifted learners seek supplemental academic support. Using a decision-tree framework, she explores the motivations, barriers, and choices families face, helping district leaders better understand parent needs and improve communication, intervention strategies, and services that more effectively support gifted students and their educational success.
