Social‐emotional development of gifted children and adolescents: A research model

This article summarizes the contradictory evidence regarding the social and emotional stability of gifted youngsters. While the research literature tends to support a view of equal or superior adjustment, an increasing concern for the mental health of gifted students is emerging among professionals and in the media. Six factors are discussed which suggest particular sources of stress for the gifted. Finally, a research model capable of both generating empirical studies and integrating the results from diverse investigators is suggested.