Twenty-Five Years of Research on the Lived Experience of Being Gifted in School

Abstract

Through a synthesis of 25 years worth of studies concerning the lived experience of children who are gifted and talented within the context of school, a more comprehensive picture can be presented. The intent is to provide information for teachers, parents, administrators, and psychologists to better understand and support advanced development. How students experience and relay issues concerning identity, passion, labeling, stigma, culture, schooling, academic resistance, and bullying are discussed through analyzing phenomenological qualitative research conducted over the past 25 years.