ABSTRACT
This chapter explores the outcome of school disciplinary practices and their effects on the emotional health of gifted students. It focuses on the lives of secondary gifted students and illustrates observations author have made over her 25 years in higher education, including the 9 years that she served as executive director of a public residential high school for intellectually gifted students. The chapter focuses on high-achieving gifted students whose identity is very much associated with their giftedness, and who at some point in their secondary school career end up at odds with their school’s administration. Her research on the suicidal behavior of gifted students also informs her comments. One reason for using these forms of observation is the paucity of research that exists on the topic. Gifted students late in their school careers have had years to formulate their identity.
