Developing Resilience Among High-Ability Learners : What We Should Know and What We Can Do

A decade ago, Robinson wrote in a collaborative literature review (Neihart, Reis, Robinson, Moon, & National Association for Gifted Children, 2002) that “There is no research evidence to suggest that gifted and talented children are any less emotionally hardy than their age peers” (p. xiv). However, because of characteristics associated with giftedness, such as various sensitivities and intensities, needs of gifted students and how they experience social and emotional development might be qualitatively different from those of their less-able age peers (Peterson, 2003). A few of the emotional issues mentioned by clinicians who worked regularly with gifted learners are anxiety and depression, underachievement, perfectionism, and relationships (Mendaglio & Peterson, 2007). It is important to emphasize that these concerns do not mean that gifted students 158are more vulnerable to mental health problems than regular students. In fact, the social and emotional development of gifted students, just as with regular students, is a result of an interaction between environment and personal characteristics, Additionally, giftedness is an asset that can serve as a protective factor for gifted learners in adverse environments. For instance, previous studies have indicated that resilience is a characteristic of gifted learners (e.g., Bland & Sowa, 1994; Dole, 2000; Hebert, 2011; Peterson, 1997, 2012), Researchers found that the early development in their cognitive system may help gifted students cope with stressors. Moreover, if gifted learners have support from their environment and learn skills that enable them to make efficient use of their abilities, they may overcome challenges and develop well. There are three goals of this chapter: to help practitioners understand the social and emotional development of gifted learners, to help them understand the concept of resilience, and to describe strategies for educators to help students develop positive social and emotional skills in school.