Why Canned Social-Emotional Skill Programs in Schools Can Harm Gifted Students More Than Help Them
The author argues that off-the-shelf social-emotional learning programs often fail gifted students because they are scripted, developmentally generic, and lack real-life relevance or gifted-informed design. Schools should provide gifted-specific training, contextualized skill-building, and individualized approaches to avoid harm and better support these learners.