Exploring the Complexities of Acceleration: Academic, Social, and Emotional Insights

Research on acceleration for gifted students, such as grade skipping and subject acceleration, often highlights its benefits, including academic achievement and intellectual stimulation (Colangelo et al., 2004; Assouline et al., 2015). However, less focus has been placed on its potential drawbacks. This study examines preservice teachers' lived experiences with acceleration, drawing on data collected over three years from 141 participants, 72 of whom shared direct experiences. While few appreciated advanced opportunities, challenges such as social adjustment difficulties, isolation, and academic pressure were common (Gross, 2006; Freeman, 2010). These findings underscore the need for balanced, supportive approaches for acceleration in gifted education.