The hidden potential: Social-emotional and educational challenges of migrant gifted students in Türkiye

Türkiye hosts one of the world’s largest migrant populations, yet the unique needs of migrant gifted students have received limited attention in policy and research. This study examines the social-emotional challenges migrant gifted students face in Türkiye through Bronfenbrenner’s ecological systems theory. Using a qualitative design, the study drew on interviews with eight migrant gifted students aged 10–15, spanning elementary to high school levels and representing Syrian, Iraqi, and Afghan backgrounds. The sample further included eight parents, twelve Science and Art Center teachers from various disciplines, and three policymakers and administrators working in national-level educational institutions. Findings reveal persistent barriers to identifying and supporting migrant gifted students. At the microsystem level, students face language issues, peer exclusion, and cultural challenges. Mesosystem analysis shows communication gaps between schools and families, while the exosystem reveals systemic barriers in testing, placement, and teacher training. Macrosystem findings highlight societal prejudice and policies framing migrants as temporary. Chronosystem influences include ongoing trauma, shifting policies, and uncertainty about the future. These results underscore the need for culturally responsive identification, targeted social-emotional support, and stronger collaboration among families, schools, and policymakers. The study broadens international gifted education literature by situating migrant giftedness within Türkiye’s unique policy context and offering globally relevant insights for inclusive education.