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5.2.1 Using Mindfulness to Enhance Wellbeing for Gifted Students
Gifted students’ ability to respond to stimuli that may not be perceived by average children cause them to have qualitatively different life experiences (Piechowski, 2006). These differences may result in stress and anxiety that lead to explosive behavior or depression further distancing them from others (Cross & Cross, 2015). Providing students with tools to help relieve stress and regain equilibrium is important. This presentation provides study results from a school for gifted students that incorporates daily mindfulness techniques in grades K-8.
Author(s):
Antonia Szymanski
antonia.szymanski@wku.edu
Western Kentucky University
United States
Antonia (Toni) Szymanski is an Associate Professor of Gifted Studies at Western Kentucky University. Dr. Szymanski has published several articles on the needs of gifted students and how teachers can improve the educational experience of these learners. She has done extensive work regarding advanced diverse students and the ways that schools can support them. Her work focuses on underrepresented advanced students, the psychological and social needs of these learners, creativity, and talent development. Dr. Szymanski has devoted her professional career to improving the educational experience for gifted students and supporting parents and teachers in understanding their needs.
