Abstract:

This study aims to identify the difficulties experienced by gifted students in the school environment and gather their proposed solutions, with the ultimate goal of understanding their perspectives on an ideal educational model. In pursuit of this objective, the study sought the perspectives of gifted students on their school environment, teachers, and peers, with a focus on the problems they encounter and their coping strategies. Participants in this study were selected using a simple random sampling method and consisted of 13 female and 13 male students attending primary and middle school levels. Data were obtained through one-on-one interviews with gifted students using semi-structured interview forms and analyzed using the descriptive content analysis method. Participants in the study expressed that they face challenges in educational settings, attributing these issues to problems related to their peer group, teachers, and the school environment. They also mentioned that they attempt to cope with these problems either by seeking support from their peers, families, and teachers or by developing individual solutions. In their ideal school experience, participants expressed the desire for the inclusion of talent-specific classes, the establishment of an equitable, social, and democratic environment, and the absence of homework and exams. In the context of the findings obtained, it is recommended that extra classes, activities, and support services tailored to the talents and interests of gifted students should be provided. Additionally, seminars and in-service training should be offered to teachers. Moreover, it is suggested that parents of gifted students and educational stakeholders receive education on giftedness, the challenges they face, and possible coping strategies. Furthermore, peer groups should have their awareness increased regarding individual differences and peer relationships through supportive content and guidance practices.

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