Assistant Professor East Carolina University, North Carolina
Short description: High schoolers returning to face-to-face learning environments after long-term virtual gifted programming may be academically ready (or ahead!), but their social-emotional development may not have made commensurate gains due to isolating virtual environments, quarantine, and other pandemic-related circumstances. This presentation explores ways secondary educators can help gifted learners transition back into the classroom while navigating pandemic-exacerbated adolescent angst.
Learning Outcomes: Participants will:
Understand the effects of COVID on prolonging the asynchronous development of gifted learners
Explore strategies to help gifted students successfully process and cope with social situations
Discuss ways to apply these new understandings to their own gifted student populations