Social Isolation of Gifted Students in Upper Basic Education in Palestine and Mechanisms to confront it

Abstract

The study aimed to investigate the level of social isolation among gifted students in the upper basic education stage from the teachers’ point of view, as well as the ways to overcome it from the gifted students’ point of view. It also sought to examine differences in the level of social isolation based on variables such as gender, years of experience in teaching gifted students, and teachers’ academic qualifications. The study employed a mixed-methods methodology (quantitative and qualitative). To achieve its objectives, a scale was developed, demonstrating appropriate validity and reliability, and was administered to a sample of 100 teachers, selected through non-random (convenience) sampling from teachers of gifted students in Hebron Governorate. Additionally, open-ended interviews were conducted with 10 gifted students to explore the underlying factors of social isolation and ways to overcome it. The results indicated that the level of social isolation among gifted students was high, with peer relationships being the most affected domain. The key findings from the interviews revealed varying student opinions regarding the role of the family in social relationships. Most students reported difficulties in forming friendships due to differences in interests and challenges in communicating with teachers, along with concerns about being criticized. The study concluded with several recommendations, the most important of which was the need to enhance social and psychological support programs for gifted students.