Facilitators’ Experiences of Socioemotional Curriculum Implementation in a University-Based Summer Program in Brazil

In Brazil, there are only a few university-based programs for talented youth that offer enrichment programs (Cardoso, 2016) and even fewer including socioemotional learning activities (Chagas-Ferreira et al., 2019). This qualitative study investigated the perceptions of facilitators implementing a socioemotional curriculum for talented students at a Brazilian summer program (Peterson, 2019). Twelve undergraduate and graduate students facilitated discussion groups with students in grades 9-12. Self-reflections completed before and after implementation suggested that participants felt challenged by the possibility of students’ unpredictable reactions during discussions. Most evaluated the curriculum as suitable and relevant for gifted adolescents, but some adaptations were necessary.