The complex learning and socio-emotional profiles of students who are twice exceptional are often accompanied by challenges to their identification and support in the primary school. This exploratory research project, conducted in a primary school in New South Wales, Australia, focused on developing and trialling a comprehensive and useful…

This article investigates conceptions of giftedness amongst Aboriginal and Torres Strait Islander Australians. It adopts a qualitative case-study methodology involving 14 participants associated with a scholarship program aimed at developing the academic potential of Aboriginal and Torres Strait Islander youth from remote and disadvantaged…

Previous studies have not examined the academic emotions experienced by academically high-achieving females with disordered eating. In this qualitative study, 14 academically high-achieving adult females who developed disordered eating in high school were interviewed. A content analysis of the interview transcripts revealed both the academic…

The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured…

Bullying is known to be prevalent across social settings for children, particularly, for those who have disability and intermittently gifted students. What remains relatively underresearched is the phenomenon of bullying in the lives of twice-exceptional children. This article presents findings about the bullying experiences of eight…

Over the last two decades, education in Australia and New Zealand has focussed on improving student underachievement in schools. There is concern that this focus is having a negative impact on meeting the needs of high-ability students, including those who are potentially high-ability science students. It appears the freedom the national…

It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related…

One cohort that has not been given extended attention in the period during which transition takes place is academically high-performing students. This research study uniquely synthesises some of these key factors by investigating how students in mixed-ability, seventh-grade classrooms across Australia, Peru, Scotland, South Korea, Spain and…

Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social-emotional characteristics and adjustment of these gifted accelerated university…

Two alternative versions of a model of the cognitive decision-making processes of gifted and talented adolescents associated with occupational or career indecision were tested in this study. A psychometrically rigorous survey instrument was used to collect data from 664 adolescents attending three academically selective high schools in Sydney,…

Australian curriculum falls short for gifted students, and many teachers are not able to confidently improvise solutions. Research has painted a poor picture of education for Australian students from lower socioeconomic backgrounds, as well as from provincial and remote regions. In 2017, the Australian government commissioned an Independent Review…

Most Australian education departments' gifted policies are guided by Gagne's Differentiated Model of Giftedness and Talent (DMGT; Gagne, 2003, 2004; 2008). In this examination and critique of the DMGT, an argument is made that the DMGT is based predominantly on behavioural/biological research, leaving out genuine environmental factors, and that…

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student's cognitive level and learning needs. This case study explored radical subject acceleration for gifted…

Acceleration is a well-researched educational intervention supporting positive outcomes for high-ability students. However, access to acceleration may be restricted due to educators' misapprehensions about this practice. To better understand whether students share educators' concerns, our study explored 26 high-ability students' beliefs about…

This article argues for the reintroduction of cognitive assessment for all New South Wales (NSW) school children to ensure the early identification of those who are intellectually gifted. The article is based on a review of the literature, and includes discussion on the development of cognitive assessments, and historical and current practices in…