Students and Teachers’ Attitudes Toward Gifted and Talented Students

Abstract

Introduction: This paper examines the phenomenon of gifted and talented children in education, highlighting their exceptional potential in learning and creative activities, as well as the necessity for their identification and support in contemporary society, with a review of historical development and definitions of relevant concepts.

 Aim: The aim is to identify the methods by which teachers recognize and identify gifted and talented students, as well as the approaches and forms of work applied in engaging with such students, through empirical research.

 Materials and Methods: The research relies on a questionnaire comprising open-ended and multiple-choice questions, conducted in two primary schools (Georgios A. Papandreu Public Elementary School, Laktaši and Branko Ćopić Public Elementary School, Banja Luka), with a sample of 74 students (grades V–VII) and 24 teachers (grades VI–IX), supplemented by literature analysis and personal observations.

 Results: Students primarily associate giftedness with talent (e.g., in learning, sports, or arts), with the majority believing that sufficient attention is paid to gifted individuals (81%) and that they integrate normally into society (70%). Teachers identify gifted students based on knowledge, creativity, and vocabulary, although opinions are divided regarding adequate support (33% consider 
it insufficient), with suggestions for supplementary instruction and specialized programs.

 Conclusion: Gifted and talented children require greater support through specialized curricula, individualized approaches, and initiatives (e.g., sports-focused gymnasiums), as the current situation does not provide sufficient opportunities for their development, which may lead to the suppression of potential.