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Behavioral Sciences
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Social and Emotional Development of Gifted and Talented Individuals in...
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Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: closed (30 April 2025) | Viewed by 8385

Special Issue Editors

Prof. Dr. F. Richard Olenchak

E-Mail Website
Guest Editor
Department of Educational Studies, Purdue University, West Lafayette, IN 47907, USA
Interests: gifted education and psychology; talent development; talent identification; positive psychology; multi-exceptional students; twice-exceptional students; psychosocial development; social and emotional education; mental health; wellbeing; personality
Dr. Ophelie Desmet

E-Mail Website
Guest Editor
Department of Educational Psychology, Ball State University, Muncie, IN 47306, USA
Interests: gifted education; talent development; academic underachievement; psychosocial development; social-emotional learning; motivational factors; talent identification

Special Issue Information

Dear Colleagues,

This Special Issue of Behavioral Sciences, entitled "Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World", aims to showcase the latest research and theories on the affective development of high-ability individuals. The social and emotional development of gifted and talented individuals has been a central theme among researchers and practitioners for as long as there has been concern for the high-ability population. While works in this regard have abounded for a century, beginning with such early scholars as Hollingworth, Terman, and Witty, begetting efforts throughout these years to produce compendia updating the state of knowledge and practice, numerous questions remain. For instance, have innovations in technology adjusted how gifted and talented persons develop psychosocially? With what once were cultures unlikely to comingle today coming together with frequency, are there sociocultural norms that shape the social and emotional nature of people with pronounced abilities? Are there new understandings about this population’s capacity to handle challenges in life? Do novel treatments exist that elevate positive versus negative psychological adjustment within this group?

In light of rapid global changes driven by technological innovation and increased cultural interaction, there is a growing need to re-examine and update our understanding of this topic. We invite submissions that provide current insights into the social and emotional needs of gifted and talented individuals, explore how various environments (schools, homes, and workplaces) can optimize their talents, present inventions that offer solutions to persistent psychosocial problems, and identify questions that still require further investigation.

Potential topics for submissions include, but are not limited to:

  • The impact of technology on the social and emotional development of gifted and talented individuals;
  • The sociocultural factors influencing the affective development of high-ability persons;
  • Innovative strategies for supporting the social and emotional well-being of gifted and talented individuals;
  • Emerging trends and challenges in understanding the psychosocial needs of this population.

By showcasing the latest research and theories, this Special Issue aims to contribute to the ongoing discourse on the social and emotional development of gifted and talented individuals in the rapidly changing global context.

Prof. Dr. F. Richard Olenchak
Dr. Ophelie Desmet
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • gifted and talented
  • social and emotional development
  • affective development
  • psychosocial needs
  • talent development
  • high ability
  • mental health
  • wellbeing
  • personality

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

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24 pages, 457 KiB  
Article
Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School
by Addison Helsper, Lillian DeShon, Laura E. Boylan, James Galliher and Lisa DaVia Rubenstein
Behav. Sci. 2025, 15(2), 235; https://doi.org/10.3390/bs15020235 - 18 Feb 2025
Viewed by 2066
Abstract
This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing [...] Read more.
This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors. Full article
(This article belongs to the Special Issue Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World)
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Review

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11 pages, 228 KiB  
Review
Research-Based Strength-Based Teaching and Support Strategies for Twice-Exceptional High School Students with Autism Spectrum Disorder
by Sally M. Reis and Sara J. Renzulli
Behav. Sci. 2025, 15(6), 834; https://doi.org/10.3390/bs15060834 - 19 Jun 2025
Viewed by 514
Abstract
In the last five years, several scholars have collaborated in an integrated research program focused on students identified with both academic talents and autism spectrum disorder (2eASD) with support from a Javits Gifted and Talented Students Education grant. Several different empirical studies were [...] Read more.
In the last five years, several scholars have collaborated in an integrated research program focused on students identified with both academic talents and autism spectrum disorder (2eASD) with support from a Javits Gifted and Talented Students Education grant. Several different empirical studies were initiated and completed during this period, investigating the ways in which some of these twice-exceptional students have been able to be successful in secondary school and highly competitive colleges. In this article, we summarize findings from several of these studies, synthesizing implications and recommendations with a goal of offering research-based practices, especially related to healthy social and emotional development and strong academic achievement in students identified as 2eASD. Full article
(This article belongs to the Special Issue Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World)

Other

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62 pages, 3693 KiB  
Systematic Review
Social–Emotional and Educational Needs of Higher Education Students with High Abilities: A Systematic Review
by Marianne Nannings, Marjolijn van Weerdenburg, Petrie J. A. C. van der Zanden and Lianne Hoogeveen
Behav. Sci. 2025, 15(6), 819; https://doi.org/10.3390/bs15060819 - 14 Jun 2025
Viewed by 1371
Abstract
Students with high intellectual abilities in higher education face a significant risk of underachievement due to a range of influencing factors. This systematic review explored their social–emotional and educational needs and examined interventions aimed at addressing both these needs and underachievement. A systematic [...] Read more.
Students with high intellectual abilities in higher education face a significant risk of underachievement due to a range of influencing factors. This systematic review explored their social–emotional and educational needs and examined interventions aimed at addressing both these needs and underachievement. A systematic literature search of a total of 118 records identified 20 social–emotional and 26 educational needs, organized into six overarching categories, illustrating the complex challenges these students face. Of the 42 records investigating an intervention, 38 focused on students directly, three on student advisors and one on teachers. While most interventions addressed multiple student needs, none fully integrated social–emotional and educational aspects. Ultimately, 17 studies examined underachievement, but only 5 implemented an intervention to reduce it. These findings underscore the need for integrated approaches to effectively support higher education students with high abilities. Full article
(This article belongs to the Special Issue Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World)
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12 pages, 269 KiB  
Essay
Reframing Social and Emotional Development of the Gifted
by Robert J. Sternberg
Behav. Sci. 2024, 14(9), 752; https://doi.org/10.3390/bs14090752 - 27 Aug 2024
Viewed by 3282
Abstract
This essay questions the framing of socioemotional development as a separate concomitant of cognitive development in gifted individuals. Rather, it argues, first, that socioemotional development of the gifted is not separate from giftedness. Second, socioemotional development is not even cleanly and clearly separable [...] Read more.
This essay questions the framing of socioemotional development as a separate concomitant of cognitive development in gifted individuals. Rather, it argues, first, that socioemotional development of the gifted is not separate from giftedness. Second, socioemotional development is not even cleanly and clearly separable from cognitive development. Third, giftedness and even intelligence do not reside inside the person—they are not personal properties but rather interactions of persons with tasks and situations. In sum, giftedness needs to be viewed in a holistic context that encompasses integrated cognitive, socio-emotional, task, and situational contextual elements. Full article
(This article belongs to the Special Issue Social and Emotional Development of Gifted and Talented Individuals in a Rapidly Changing World)
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