Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices

The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future.

An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents ( n = 110) and gifted support teachers ( n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

The impact of confinement on school-aged children

Confinement is affecting the health of the entire society, although, to a greater extent with the little ones, causing them stress, fear, anxiety, worry, depression and irritability along with all the consequences that this entails. This has been caused by the health status of family members, friends or your own; conditions of confinement; school closings; loss of contact with peer groups; limitations for movement and recreational activities; teaching activities and restrictions on psychological interventions. This has affected children with physical, emotional and psychological effects. For this reason, it is pointed out that families should be aware of children to detect the symptoms of these disorders and prevent them from going to more.