Educators strive to provide an engaging environment which fosters the development of lifelong learners, and enthusiastically seek students that present with the optimal levels of academic engagement. These students are ambitious, independent, self-directed, and persistently strive toward competence and academic mastery.7 However, students who have experienced neglect may experience barriers that inhibit their ability to meet this ideal standard. Due to a multitude of interrelated factors in their neglectful home environment, these students may present with serious deficits in cognitive, academic, behavioral, social, and emotional development. This chapter is written to help teachers and school-based professionals understand and support the needs of students with a history of neglect including those whose neglect is ongoing. For a more comprehensive understanding of child maltreatment and the range of educational supports, readers are encouraged to also review Chapters 13 (sexual abuse) and 15 (physical and emotional abuse).
Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model
