1. Balestrini, D. P., & Stoeger, H. (2018). Substantiating a special cultural emphasis on learning and education in East Asia. High Ability Studies, 29, 79–106. https://doi.org/10.1080/13598139.2017.1423281.
2. Freeman, J. (2018). The emotional development of the gifted and talented. In B. Wallace, D. A. Sisk, & J. Senior (Eds.), The SAGE handbook of gifted and talented education (pp. 169–183). New York, NY: SAGE. https://doi.org/10.4135/9781526463074.n16.
3. Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan 100(4), 18–23. https://doi.org/10.1177/0031721718815668.
4. Smith, S. R. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. In E. Frydenberg, A. Martin, & R. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programmes, and approaches (pp. 147–166). Singapore: Springer.
5. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H.J. (2004). Building academic success on social and emotional learning: What does research say? New York: Teachers College Press.