Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students

  • Susen SmithEmail author


This chapter presents an overview of the multifaceted characteristics of intellectually gifted students, their social and emotional needs, and ways of scaffolding their social and affective growth for academic engagement from an Australian perspective. Generally, gifted students experience and respond to external influences quite differently to many of their same-age peers of average ability due to their asynchronous chronological and intellectual development and their social and emotional complexities. This asynchrony has implications for their social interactions, social and emotional learning (SEL) needs, programming, and provisions. Research reiterates that their unique characteristics require accurate identification and supportive educational provisions to enable the holistic development of their intellectual, social, and emotional growth. Recognising the unique characteristics and needs of gifted students and helping them to extend their skills to develop SEL competencies are preludes to enhancing their academic achievement, while consecutively promoting their personal well-being and healthy relationships.


Social and emotional learning Intellectually gifted students Holistic needs Supportive strategies Healthy relationships Well-being 


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© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.GERRIC, School of EducationUniversity of New South WalesSydneyAustralia

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