Identifying Hidden Cognitive Talent in Primary Education

Many gifted children remain unnoticed in primary schools, especially those from disadvantaged or diverse linguistic and cultural backgrounds. This study, “(Un)identified,” explores how systemic biases affect the identification of giftedness. By examining over 5,000 students through innovative assessment approaches, we found that only about half of gifted students were identified by teachers. The findings highlight the need for fair and objective methods to ensure all students with cognitive potential receive the support they need to thrive.