Social Isolation Among Gifted Students in Upper Basic Education: Teachers’ Perspectives and Student-Reported Coping Strategies

Abstract

This study examined the level of social isolation among gifted students in the upper basic education stage from teachers’ perspectives. It also explored coping strategies from the perspectives of the students themselves. The study further investigated differences in perceived social isolation according to teachers’ gender, years of experience in gifted education, and academic qualifications. A mixed-methods design was employed. A scale with established validity and reliability was developed and administered to a convenience sample of 100 teachers of gifted students in Hebron Governorate. In addition, semi-structured interviews were conducted with 10 gifted students. The interviews explored factors contributing to social isolation and strategies used to address it. The results indicated a high level of social isolation among gifted students. Peer relationships were the most affected domain. Statistical analyses showed significant differences related to selected teacher variables. The qualitative findings revealed varied views on the role of the family in social integration. Many students reported difficulty forming friendships due to differences in interests. They also noted challenges in communicating with teachers and concerns about criticism. The study recommends strengthening structured social and psychological support programs tailored to gifted learners.