ABSTRACT
Supporting text on the NAGC website regarding the NAGC Socio-Emotional Guidance and Counseling Standards states that Gifted learners who are comfortable with their abilities are more likely to use their talents in positive ways. High-ability students need specific curriculum that addresses their socio-emotional needs and enhances development of the whole child, rather than just focusing on cognitive development. The primary grade students were able to take more creative chances, perhaps because of a gradual lessening of fear and peer criticism. They learned to receive and give affirmations as well as protect their classmates on the playground from barbed put-downs. Meanspiritedness is often learned from TV or peers. It is not the destiny of classrooms. When teachers consciously develop strategies for demonstrating other ways of behaving, the cycle of put-downs can be reversed and teachers can make classrooms accepting of all students’ demonstrated strengths as well as their approximations toward excellence.
