Facing challenge: A phenomenological investigation into the educational experiences of academically gifted pupils

• Published in: Educational and child psychology Vol. 30; no. 2; pp. 18 - 28
• Main Author: Morris, Nicola
• Format: Journal Article
• Language: English
• Published: 01.06.2013
• ISSN: 0267-1611; 2396-8702
• DOI: 10.53841/bpsecp.2013.30.2.18

This paper reports an investigation into the educational experiences of six academically gifted pupils and their parents within one local authority. Phenomenological interviews and interpretative phenomenological analysis was used to gather and analyse the data. The literature review explores some of the debate regarding the definition and conceptualisation of giftedness. It also identifies some of the approaches being used both nationally and internationally in the education of gifted pupils. The findings indicated that most of the pupil participants perceived themselves to be strongly self-motivated and hard working. Although some schools were successfully meeting their needs, many of the pupil participants felt under-challenged and undervalued at school. Particular concerns were raised with regard to the first two years of secondary. The role of parents in providing early educational opportunities and stimulation was also highlighted. Many parents expressed concern that their children’s needs had not been adequately met. The paper highlights approaches which could be used. Suggested roles for educational psychologists are also highlighted. These include teacher training and supporting the transition of gifted pupils from primary to secondary.