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Studies have shown that students who are gifted and talented have unique traits that, unless addressed, can negatively impact behavior, social-emotional wellness , academic growth, and/or a combination of any of the these. For example, teachers who report behavioral problems among gifted boys may be seeing an lack of attention to the specific needs of the child. Factors such as peer perception and parental pressure (among others) may also contribute to a negative affect among AIG students.
In data compiled in 2011 by the Davidson Institute, 25% of gifted students are underachievers and feel disconnected to education - they report feeling not being able to achieve success no matter what they do. AIG Services can serve as an intervention for these students. (Davidson)
Gifted and talented students and students with high abilities need gifted education programs that provide challenging and enriched learning opportunities to accelerated their progress in school. Otherwise, this group is likely to "tune out" and act in a negative manner.
More than 7 out of 10 teachers reported their brightest students were not challenged or given a chance to “thrive” in their classrooms. With pressure on general education teachers to serve students falling below grade level in state standards, general education often fails to meet the needs of gifted students. AIG Programs help support the needs of these learners.
Gifted programming positively influences students’ futures. Longitudinal studies have shown that gifted programs have a positive effect on students’ post-secondary plans.
Gifted programs have strong indicators that students who had participated in gifted programs maintained their interests over time and stayed involved in creative productive work after they finished college and graduate school.
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