ABSTRACT
An examination of the NAGC standards provides evidence that student outcomes in social and emotional development and the practices to support them emerge thematically and include: self-understanding, awareness of learning and affective needs, personal, social, and cultural competence, and the appreciation of talents and recognition of ways to support their development. This chapter reviews research on each of the outcomes and practices. The chapter then provides a discussion of how a fictionalized eighth-grade teacher of gifted students incorporated multiple strategies field tested by the author to create a classroom environment designed to support the social and emotional development of her students.
