What if… we developed an equity approach for gifted and talented students in every school

Equity groups are often under-represented in gifted and talented education (Carman et al., 2018; Dunne et al., 2025; Jung et al., 2022; S. Peters & Borland, 2020). The concept of “Opportunity to Learn” (Carman et al., 2018) is used to explain factors in classrooms and outside of the school that impact on under identification of gifted and talented students (GATS) from equity groups. There is strong evidence that “achievement gaps begin early and widen through the school years” (Olszewski-Kubilius et al., 2017, p. 21).

 Provision of support for gifted and talented students is also often varied across schools (Hinch et al., 2024). New approaches to gifted and talented education shift the focus to a more systematic focus in all schools. Key ideas include:

1.      Moving mental models beyond “who qualifies?” to “who can benefit?” from advanced learning strategies (S. J. Peters, 2022). Contemporary definitions, theories and models broaden the definition of (GATS) beyond narrower definitions and identification processes (S. J. Peters, 2022; Vialle & Gibson, 2007).

2.      A systematic approach broadens the teaching and learning opportunities to benefit the top students in each school. The concept of “local building norms” shifts the focus to identifying students in every school who are likely being underchallenged.

3.      To address cumulative effects of disadvantage, a greater focus on “frontloading”  (Olszewski-Kubilius et al., 2017; S. J. Peters, 2022; Plucker & Peters, 2020) supports in primary years of schooling can ensure early attention is provided for students from equity groups across their schooling.

4.      Teacher preparation is crucial for providing advanced learning strategies (Rutigliano & Quarshie, 2021).  However, teacher knowledge, including through initial teacher education and professional learning are often limited (Rutigliano & Quarshie, 2021). There are often misconceptions and negative perceptions that need to be addressed (Heyder et al., 2018).

5.      A greater focus on the role of parents and community at all levels (Olszewski-Kubilius et al., 2017; Rutigliano & Quarshie, 2021).

6.      The need for evaluation, monitoring and sharing between schools that more concretely shows ways being used in schools or the local level (Rutigliano & Quarshie, 2021). Monitoring should also identify how many schools are engaging with the approaches to benefit the top students in their school. This could include student age, subjects, and specific school or teacher level strategies or approaches.