Prevalence and Diversity of Challenges Faced by Gifted Students in Saudi Arabia: Insights from Educational Specialists
Keywords:
Academic Pressure; Emotional Support; Gender Differences; Gifted Education; Specialist PerceptionAbstract
Gifted students in high schools often face unique psychological, social, and academic challenges that differentiate them from their peers. This study aimed to investigate these challenges from the perspective of specialists in gifted education, with two primary objectives: to identify the most prevalent challenges and their respective prevalence rates, and to explore whether the gender of specialists influenced their perceptions. Using a quantitative research design, data were collected from 88 specialists (50 female, 38 male). Results identified five key domains of challenges: psychological distress, external expectations and pressures, emotional and behavioral regulation, social interaction difficulties, and academic and career-related concerns. Key findings revealed that the high expectations of teachers and parents, neurotic perfectionism, and limited school career guidance were among the most prevalent challenges faced by gifted high school students. Furthermore, gender differences were observed, with female students perceived as experiencing greater psychological distress and external pressures, while male students faced slightly higher rates of hyperexcitability and career awareness challenges. These findings underscored the need for gender-sensitive educational and psychological support systems to address the diverse needs of gifted students. Additionally, this study highlighted the importance of targeted interventions, including values-based career counseling and social-emotional learning programs, to mitigate the challenges faced by gifted students in high schools.
https://doi.org/10.26803/ijlter.24.7.4
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