Addressing the socioemotional needs of Filipino gifted learners: A systematic review

Tyrone Gil

doi:10.5281/zenodo.21034865

Addressing the socioemotional needs of Filipino gifted learners: A systematic review

Abstract

This systematic review examines the socioemotional challenges confronting gifted learners, with a specific focus on the unique experiences of Filipino gifted children. While exhibiting advanced cognitive abilities, these learners frequently face issues such as asynchronous development, maladaptive perfectionism, and underachievement, which can lead to emotional distress, social isolation, and a significant discrepancy between their potential and actual academic performance. The review highlights how cultural values in the Philippines—particularly the emphasis on academic success and family honor—can exacerbate these challenges, intensifying perfectionistic tendencies and contributing to the suppression of unique intellectual traits. Following PRISMA guidelines, peer-reviewed empirical and theoretical literature was systematically identified, screened, and synthesized to explore the manifestation of these issues within the Filipino context. Findings indicate a critical need for educational practices to move beyond mere academic enrichment and incorporate holistic socioemotional support. Key implications include the urgent need for differentiated and intellectually stimulating curricula, integrated socioemotional support frameworks, comprehensive teacher training, improved identification procedures, and robust school-family-community partnerships. This integrated approach is crucial for enabling gifted Filipino learners to overcome socioemotional barriers, realize their full potential, and contribute meaningfully to national development.

Keywords

Supporting Institution

This work does not have funding support.

Ethical Statement

The author reports there are no competing interests to declare

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Details

Primary Language

English

Subjects

Special Talented Education

Journal Section

Research Article

Authors

Tyrone Gil ^*
Philippines

Early Pub Date

June 23, 2026

Publication Date

June 30, 2026

Submission Date

August 30, 2025

Acceptance Date

May 5, 2026

Published in Issue

Year 2026 Volume: 13 Number: 1

DOI

https://doi.org/10.5281/zenodo.21034865

IZ

https://izlik.org/JA84YB55DY

Cite

RIS / Bibtex

APA

Gil, T. (2026). Addressing the socioemotional needs of Filipino gifted learners: A systematic review. Journal of Gifted Education and Creativity, 13(1), 17-25. https://doi.org/10.5281/zenodo.21034865

AMA

1.Gil T. Addressing the socioemotional needs of Filipino gifted learners: A systematic review. JGEDC. 2026;13(1):17-25. doi:10.5281/zenodo.21034865

Chicago

Gil, Tyrone. 2026. “Addressing the Socioemotional Needs of Filipino Gifted Learners: A Systematic Review”. Journal of Gifted Education and Creativity 13 (1): 17-25. https://doi.org/10.5281/zenodo.21034865.

EndNote

Gil T (June 1, 2026) Addressing the socioemotional needs of Filipino gifted learners: A systematic review. Journal of Gifted Education and Creativity 13 1 17–25.

IEEE

[1]T. Gil, “Addressing the socioemotional needs of Filipino gifted learners: A systematic review”, JGEDC, vol. 13, no. 1, pp. 17–25, June 2026, doi: 10.5281/zenodo.21034865.

ISNAD

Gil, Tyrone. “Addressing the Socioemotional Needs of Filipino Gifted Learners: A Systematic Review”. Journal of Gifted Education and Creativity 13/1 (June 1, 2026): 17-25. https://doi.org/10.5281/zenodo.21034865.

JAMA

1.Gil T. Addressing the socioemotional needs of Filipino gifted learners: A systematic review. JGEDC. 2026;13:17–25.

MLA

Gil, Tyrone. “Addressing the Socioemotional Needs of Filipino Gifted Learners: A Systematic Review”. Journal of Gifted Education and Creativity, vol. 13, no. 1, June 2026, pp. 17-25, doi:10.5281/zenodo.21034865.

Vancouver

1.Tyrone Gil. Addressing the socioemotional needs of Filipino gifted learners: A systematic review. JGEDC. 2026 Jun. 1;13(1):17-25. doi:10.5281/zenodo.21034865