The Phenomenon of Gifted Labelling: Students’ Perspectives on Their Being Labelled as Gifted by Secondary Schools in Riyadh, Saudi Arabia

Abstract

In this qualitative study, I examine the students’ interpretations of the effects of being labelled as gifted by studying their experiences subsequent to the labelling process. Students’ perceptions of these experiences are discussed. Twelve female students identified as gifted by secondary schools in Riyadh, Saudi Arabia, and at the time of writing, enrolled in a full-time gifted programme took part in this study. This study also examines how these students perceive the influence of labelling on their social and academic lives and self-concepts. In-depth interviews were conducted with the participants, and the data provided new insights into the students’ perceptions regarding being labelled as gifted. This study found that the majority of the students felt that the most positive aspect of being labelled as gifted was either personal or academic. The personal aspects they mentioned included things such as higher self-confidence or opportunities for personal growth. The academic aspects consisted of things like access to better learning opportunities and the chance to participate in international and domestic activities. However, the social experience related to interactions with peers was found to be the most negative aspect. Students felt forced to choose between academic endeavours and social acceptance, which resulted in emotional and social complications. This study found that these girls were sensitive to peer pressure, valued peer acceptance highly and believed that being comfortable in school meant having peers who understood and accepted them. The implications of these children’s experiences suggest that educators need to allow the child to take precedence over the label. It is essential to identify the individual children’s needs, wants, challenges and strengths before formulating educational plans or creating a fixed set of expectations for their conduct and achievement.