Understanding Academic Misdirection in Gifted Secondary School Students

Many high school students with significant cognitive potential are placed in academic tracks that do not match their abilities, limiting their growth. Building on the findings from “(Un)identified,” this study investigates the causes and consequences of these mismatches for students aged 12-18. The earlier study, (Un)identified, shows that about half of gifted students are not recognized in primary education. This highlights the importance of accurate, unbiased assessments to guide students to appropriate academic placements that foster their potential.