Work

Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School

Year: 2025

Type: article

Abstract: This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors.

Source: Behavioral Sciences

DOI: 10.3390/bs15020235

Authors: Addison Helsper, Lillian DeShon, Laura E. Boylan, James Galliher, Lisa DaVia Rubenstein

Institutions: Ball State University, Virginia Commonwealth University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654