Examining the Academic and Social-Emotional Functioning of Gifted Students as They Transition to Post-Secondary Education: A Rapid Review

Abstract

Gifted students are generally considered high achievers, but research demonstrates that they may experience difficulties functioning due to unique characteristics, especially during times of transition. The post-secondary transition specifically, may impact their academic and social-emotional functioning due to these unique characteristics, coupled with difficulties related to their emerging adulthood status. I conducted a rapid review study to systematically examine how gifted students function academically and social-emotionally during the post-secondary transition. The literature shows that gifted students function well academically during the transition but experience difficulties with the increased demand for studying. Their social-emotional functioning appears to be mixed, demonstrating positive social interactions with faculty members and likeminded peers, but negative emotional experiences such as loneliness and isolation. The current study discussed these results further and reviewed implications for practice, policy, and further research to support gifted students during this critical transition.