3.4.3 Scaffolding the Social Emotional Learning of Intellectually Gifted Children: The CASEL approach

Gifted learners may have different academic and social-emotional needs than their same-age peers due to their myriad interrelated characteristics, complex behavioral responses, or their lack of educational provisions. This presentation will focus on providing strategies to scaffold the Social and Emotional Learning (SEL) processes of intellectually gifted students, underpinned by the CASEL framework. For example, high-quality relationships support resilience development, and the well-being, self-esteem, and friendships of gifted learners can be improved if they are scaffolded to interact with peers of the same interests in extra-curricular opportunities. SEL can prevent many negative influences of affective concerns, enrich social-emotional development, and/or scaffold academic achievement.

Author(s):

Susen Smith
susen.smith@unsw.edu.au
University of NSW
Australia

Dr Susen Smith has three decades of leadership, teaching, and research experience from pre-K to adult education. Her research interests include: Differentiating curriculum and pedagogy for diverse student needs in multi-disciplinary contexts, Gifted underachievement, Twice-exceptionalities, Social-emotional needs, Academic engagement and Enrichment. She has been a visiting scholar at Columbia University, Imperial College London, CUNY, and the Hong Kong Institute of Education, has acquired several competitive research grants, is published internationally, and keynoted at national and international conferences. She created the Model of Dynamic Differentiation (MoDD) and is currently editing the Giftedness & Talent Development in the Asia-Pacific Springer International Handbook.