Long-term Social and Emotional Outcomes of Subject-area Acceleration on Gifted Learners

This qualitative phenomenological study utilizing transcendental phenomenology methods sought to understand the long-term social and emotional outcomes associated with subject-area acceleration. The participants were high school gifted juniors and seniors from one rural high school the southeastern United States. Data was collected through surveys, individual interviews, and focus group interviews. The rich details produced by this study enabled the researcher to construct a voice for this population by analyzing overarching themes emerging from surveys and interviews. The results of this study indicated that participants experienced primarily positive social and emotional outcomes of subject-area acceleration including long-term friendships, healthy competition, supportive parents and teachers, and motivation. The study will help guide teachers, parents, and administrators as they seek appropriate placement options for gifted learners