The Educational Experiences of Gifted and Talented People in England

Aiming to conduct 50 in-depth qualitative interviews, this study examines the experiences of individuals over 18 labelled as "gifted and talented" across England. It will understand how this designation has influenced people’s educational journeys, particularly regarding their emotional experiences. Looking intersectionally, the research explores how disadvantaged backgrounds, such as poverty and ethnic diversity, interact with the label of ‘giftedness’ over time and space. By revealing nuanced perspectives, and drawing on the author’s backgrounds in policy and education, the study will develop inclusive and emotionally supportive educational practices, ensuring that gifted individuals from diverse backgrounds are recognised and supported throughout life.