An exploratory study of elementary gifted students’ experiences during the COVID-19 pandemic in the United States

Year 2022, Volume: 9 Issue: 4, 327 - 338, 30.12.2022

Kimberly Mccormick , Keri Guılbault

Abstract

The COVID-19 pandemic caused disruption to traditional schooling environments for students across the globe. Students had to learn new technology tools and navigate barriers such as lack of devices or the internet. Gifted learners have unique social-emotional characteristics that may impact how they adapted to this new learning environment and how they handled related stressors. This paper reports results from an exploratory qualitative study that investigated the experiences of elementary gifted learners in the United States during the first year of the global pandemic. In the Spring of 2021, focus groups were held with 12 gifted learners in grades 3-6 and surveys were administered to 300 elementary gifted students online using Qualtrics. Purposive and snowball sampling was implemented to recruit participants from national gifted organizations and from high intelligence societies. An online survey instrument was developed to elicit student feedback on type and quality of gifted services provided during remote learning, students’ feelings about the pandemic, and their experiences in a virtual learning environment. Nine open-ended questions were included in the focus group protocol to probe student experiences. Thematic content analysis was used to analyze open-ended survey responses and focus group transcripts. Results revealed both positive and negative implications of online learning for the gifted, including satisfaction with opportunities to compact curriculum and accelerate their learning, being able to spend more time on hobbies and with family, and feelings of social isolation, depression, and worry. Themes that emerged from the data include improvements to feedback, flexibility, and a desire for connections. Students provided insight and suggestions for improving content, pace, and social connections. Recommendations for educators, administrators, and families will be discussed.

Keywords

COVID-19, pandemic, gifted and talented, emergency remote instruction, online education

Supporting Institution

University of Cincinnati and Johns Hopkins University

References

• Aboud, Y. (2021). Challenges to gifted education in the Covid-19 pandemic about online learning in Saudi Arabia from the perspective of gifted students and parents. Journal of Gifted Education and Creativity, 8(1), 11-21. https://dergipark.org.tr/en/pub/jgedc/issue/58718/845995
• Adams, C. M., & Cross, T. L. (1999). Distance learning opportunities for academically gifted students. Journal of Secondary Gifted Education, 11, 88–96. https://doi.org/10.4219/jsge-1999-618
• Amend, E. R., Koehler, J., Peters, M. P., Joerg, M., & Milles, K. (2020). Supporting your gifted child during COVID-19. National Association for Gifted Children. https://www.nagc.org/sites/default/files/Publication%20PHP/NAGC_TIP-Sheet_COVID-19_With%20Strategies%20by%20Development%20Level_April%202020.pdf
• Bell, A. (2007). Designing and testing questionnaires for children. Journal of Research in Nursing, 12(5), 461-469. http://dx.doi.org/10.1177/1744987107079616
• Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
• Cardullo, V. M., Wang, C., Burton, M., & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research and Innovative Teaching & Learning, 10(1), 32-45. https://doi.org/10.47577/tssj.v28i1.566/
• Chowkase, A. A., Datar, K., Deshpande, A., Khasnis, S., Keskar, A., & Godbole, S. (2022). Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents, and program staff. Gifted Education International, 38(1), 74–94. https://doi.org/10.1177/02614294211060401 Columbus Group. (1991). Unpublished transcript of the meeting of the Columbus group. Columbus, OH.
• Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Great Potential Press.
• Demaria, F., & Vicari, S. (2021). COVID-19 quarantine: Psychological impact and support for children and parents. Italian Journal of Pediatrics, 47(1), 58. https://doi.org/10.1186/s13052- 021-01005-8
• Duraku, Z. H., & Hoxha, N. (2020). The impact of COVID-19, school closure, and social isolation on gifted students’ wellbeing and attitudes toward remote (online) learning. In S. Meinck, J. Fraillon, & R. Strietholt (Eds.), Impact of the COVID-19 pandemic on education and wellbeing (pp. 130-169).
• Fan, W., & Yan, Z. (2010). Factors affecting response rates of the web survey: A systematic review. Computers in human behavior, 26(2), 132-139. http://dx.doi.org/10.1016/j.chb.2009.10.015
• Gallagher, S. A. (2021). Openness to experience and overexcitabilities in a sample of highly gifted middle school students. Gifted Education International, 38(2), 194-228. https://doi.org/10.1177/02614294211053283
• Guilbault, K. M., & McCormick, K. M. (2022). Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices. Gifted Education International, 38(1), 115-137. https://doi.org/10.1177/02614294211070075
• Kaya, F., & Islekeller-Bozca, A. (2022). Experiences of gifted students during the COVID-19 pandemic in Turkey. Gifted Education International, 38(1), 25–52. https://doi.org/10.1177/02614294211069759
• Kong, Q. (2020). Practical exploration of home study guidance for students during the COVID-19 pandemic: A case study of Hangzhou Liuxia elementary school in Zhejiang province, China. Science Insights Education Frontiers, 5(2), 557–561. https://doi.org/10.15354/sief.20.rp026
• Lockee, B. B. Online education in the post-COVID era. Nat Electron 4, 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0
• Patrick, S. K., Grissom, J. A., Woods, S. C., & Newsome, U. W. (2021). Broadband access, district policy, and student opportunities for remote learning during COVID-19 school closures. AERA Open. https://doi.org/10.1177/23328584211064298
• Periathiruvadi, S., & Rinn, A. N. (2012) Technology in gifted education. Journal of Research on Technology in Education, 45(2), 153-169. https://doi.org/10.1080/15391523.2012.10782601
• Pitts, C., Pillow, T., Dusseault, B., Lake, R. (2022 January). Virtual Learning, Now and Beyond. The Center on Reinventing Public Education. https://www.covidcollaborative.us/assets/uploads/img/final2-Virtual-learning-post-COVID-report.pdf
• Potts, J. A. (2019). Profoundly gifted students' perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58-80. https://doi.org/10.1177%2F0016986218801075
• Potts, J. A., & Potts, S. (2017). Is your gifted child ready for online learning? Gifted Child Today, 40(4), 226-231. https://doi.org/10.1177/1076217517722182
• Seydini, J., & Cupchik, G. C. (2022). Creative activity as a coping mechanism for the COVID-19 pandemic. Journal of Gifted Education and Creativity, 9(2), 129-142.
• Silverman, L. K. (1993). A developmental model for counseling the gifted. In Silverman, L. K. (Ed.), Counseling the gifted and talented (pp. 51–78). Love Publishing Company.
• Swan, B., Coulombe-Quach, X., Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural middle school. Journal of Advanced Academics, 26(4), 294-319. https://doi.org/10.1177/1932202X15603366
• Wallace, P. (2009). Distance learning for gifted students: Outcomes for elementary, middle, and high school aged students. Journal for the Education of the Gifted, 32(3), 295–320.
• Wolfgang, C. & Snyderman, D. (2021). An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world. Gifted Education International, 38(1), 53-73. https://doi.org/10.1177/02614294211054262