Social Emotional Issues of the Gifted

  • Affective (Social/Emotional) Services for Gifted and Talented Students

    House Bill 2552/15-779.02.3
    “Include criteria, which shall be reviewed by the state board of education and the department of education at least once every four years, that addresses the elements of program design, identification, curriculum, instruction, social development, emotional development, professional development of administrators, teachers, school psychologists and counselors, parent involvement, community involvement, program assessment and budgeting.”

    The GEM teacher as an Advocate and Mentor
    In order for the GEM teacher can act as an advocate and mentor to the gifted student, GEM teachers should receive notification if a child enrolled in GEM is:

    1. Falling ‘below the standard’ in a given content area.
    2. Being considered for discontinuation of gifted programming services (including during transition between elementary and middle school) 
    3. Given a referral for counseling services.
    4. Having extensive disciplinary actions on the playground or in the classroom.
    5. Being discussed at Teacher Assistance Team, IEP and/or 504 Accommodation Plan Meetings.
    6. Being discussed at a parent/teacher conference because they are ‘at risk’ in any capacity.


    Social/Emotional Programming Options
    MUSD meets the social and emotional needs of gifted learners by using the American School Counselor Association’s National Model. This model meets the comprehensive needs of gifted students by offering direct and indirect services for academic, career and personal/social development from Certified Counselors in the areas of:

    • Study skills
    • Stress Management and coping
    • Self-awareness
    • Career development
    • Goal-setting
    • Decision-making
    • Social-skills


    In addition, counselors, classroom teachers and GEM teachers work together to provide assistance and support in the following areas:

    • Assist in the identification of gifted students.
    • Collaboration—including study groups, grade level planning, committees, and teams.
    • Advocate for the inclusion of activities that address personal/social, career development and academic needs of the gifted.
    • Promote awareness of the special issues that affect gifted learners.
    • Include gifted students in group or individual counseling sessions as requested.
    • Referral and crisis counseling as needed.
    • Assisting students to select and participate in a variety of school related community service and leadership opportunities.


    Grades K-6

    • GEM classroom lessons on the unique affective needs of gifted students that align with the GEM report card standards.
    • Regular classroom life-skills lessons.
    • Counselor CCBG lessons.
    • Buddy-Mentor teaching experiences between intermediate and primary students.
    • Small groups that include gifted students with special needs including: social skills, work skills, coping, anger management, divorce recovery, and other support as needed.
    • Gifted students volunteering at participating elementary schools are part of peer mediator program—they have been through training to use mediation skills and volunteer once weekly as peer mediators on the playground. 
    • Gifted students are encouraged to participate in student council, library helpers, entering contests, running morning announcements, community services rallies, authoring school newsletters, and speaking at school-wide assemblies.
    • Buddy-mentor teaching experiences exist between intermediate and primary students.
    • Gifted students volunteer at participating elementary schools are part of a Peer mediator program. They have been through training to use mediation skills and volunteer once weekly as peer mediators on the playground.
    • Gifted students are encouraged to participate in activities including student council, community services rallies, running morning announcements, authoring school newsletters, speaking at school-wide assemblies, entering contests and working as library helpers.
    • Recommended students are assessed by a certified instructor for placement in a pull-out gifted program.
    • Opportunities exist for grade skipping, flexible grouping and acceleration by content area.


    Grades 7-8

    • CCBG Counseling Program
    • Counseling groups (i.e. Stress management, emotional needs social services, personal/social gender groups)
    • Leadership opportunities—such as student council
    • Elected positions (i.e. choir officers) 
    • Community Services Clubs/drives
    • Placement assessment for advanced coursework
    • GEM (gifted files) passed up from elementary to middle school
    • Peer Mediation
    • Test Taking Strategies
    • Bully Prevention
    • Career Development
    • Diversity 
    • Crisis Intervention
    • Individual Planning


    Grades 9-12

    • CCBG Counseling Program
    • Freshman Foundations classes 
    • Link Crew Mentoring Program
    • One on One Advisement
    • Career Gateways through Learning Communities
    • Pima Community College Dual Enrollment Courses
    • Alternative credit opportunities through a myriad of accredited programs to allow for diverse credit needs
    • Placement assessment for advanced coursework
    • GEM (gifted files) passed up from middle school to high school
    • National Honors Society
    • Key Club
    • Student Leadership Opportunities
    • Academic Decathlon
    • Summer Enrichment Opportunities in the community
    • Policies in place for early graduation plans