Page 66 - EW January 2025

Teacher-2-Teacher

Importance of nurturing

gifted children

MAHIKA SHISHODIA

NDIA HAS A RICH LEGACY OF PRODUCING excep- When the full potential of gifted children
tional talent in various fields — science, technology, lit-
erature, sports, and the arts. However, for many gifted is not developed, the cost is not only the
Ichildren, the path to realising their potential is riddled loss of individual success but also of
with potholes. To enable India’s millions of gifted — but
largely undiscovered — children, it’s important to provide society and the nation. Google and Apple
them academic opportunities and environments that nur- were conceptualised and built by gifted
ture their unique talents.
According to Mensa, the world’s most prestigious high individuals
IQ society, the number of gifted children across India is
estimated at 6 million. When the full potential of gifted chil- designed for under-represented gifted students, ensuring
dren and youth is not developed, the cost is not only the access to advanced learning.
loss of individual success, it’s also of society and the nation. Socio-emotional support programs. Programs like
It’s pertinent to bear in mind that Google and Apple were the Schoolwide Enrichment Model integrate enrichment
conceptualised and built by gifted individuals. with socio-emotional support to build resilience and peer
India’s gifted children are confronted with a range of collaboration, enhancing emotional well-being and aca-
challenges that hinders their development. Among them: demic outcomes.
Lack of recognition. Most gifted children, especially in Professional development for teachers. Programs
rural and educationally underserved areas, remain uniden- such as the NAGC workshops and the Javits-Frasier Teach-
tified because of insufficient screening processes and lim- er Scholarship equip educators with skills to meet the needs
ited teacher capability in recognising giftedness. of gifted learners.
Curriculum rigidity. The traditional Indian education Gifted and talented education (GATE) programs.
system tends to follow one-size-fits-all assessment, which The Johns Hopkins Center for Talented Youth (CTY) pro-
buries the genius of gifted children. vides online courses and summer programs to encourage
Under-resourced schools. Most gifted children are de- creativity, critical thinking, and problem-solving skills.
nied specialised education resources, enrichment programs Mentorship support. Mentoring programs, like Global
and advanced learning materials. Talent Mentoring, connect gifted students with mentors
Socio-economic factors. Gifted children from low-in- to support their academic and personal growth. Such re-
come households usually lack access to enrichment oppor- lationships help students navigate challenges, boost self-
tunities, such as private tutoring, extra-curricular programs confidence, and set high academic and career goals.
and exposure to global learning platforms. Supporting gifted students offers a huge opportunity for
Emotional and psychological challenges. Because philanthropic capital in particular. Differentiated learning
they are ahead of the pack, gifted children routinely ex- pathways, customised support, and individualised intel-
perience problems such as isolation, anxiety, bullying and lect development programs require substantial human
ridicule. and monetary capital. Moreover, commitment to nurture
Against this backdrop, school leaders and teachers need gifted students to fruition tends to be a long-term project
to consciously support and mentor gifted students to en- requiring prolonged nurturance until they attain their full
courage their flowering. Some suggestions for school prin- potential.
cipals and teachers to identify and support gifted students: In conclusion, India’s gifted children represent a vast un-
Acceleration programs. These programs permit gifted tapped resource for innovation, creativity, and leadership.
students to advance through content at a pace commen- By identifying them early, providing them with differentiat-
surate with their capabilities. Examples include America’s ed and enriched curriculums and ensuring their emotional
Iowa Acceleration Scale and PSEO program. and social stability, gifted children who fulfill their potential
Enrichment programs. These programs go beyond the can contribute hugely towards inventions and innovations
standard curriculum, offering high performing students that can revolutionise India’s laggard economy. Yet tapping
advanced learning opportunities for intellectual and cre- this grossly under-utilised latent resource requires collabo-
ative growth. For instance, the Kaveri Group of Institutes ration between educators, policymakers, private organisa-
in Pune, offers a ‘Gifted Katta’ program which provides stu- tions, and communities. Gifted children and youth need
dents higher-level learning outside the regular classroom to be nurtured by an educational ecosystem that not only
setting. welcomes their brilliance but also empowers them to realise
Individualised learning plans. ILPs provide person- their full potential for the benefit of society.
alised educational pathways for students exhibiting unique
capabilities. Programs such as Project U-STARS~PLUS are (Mahika Shishodia is Head of Education, Lodha Foundation)

66 EDUCATIONWORLD JANUARY 2025