Gifted children at school: understanding teachers' knowledge, perceptions, and experiences in the italian school system

This study explores Italian teachers’ knowledge, perceptions, and experiences concerning gifted students within the national school system. Despite the growing international attention to giftedness, the topic remains largely underexamined in the Italian pedagogical context, where cultural stereotypes and limited regulatory frameworks contribute to its marginalization. Drawing on a mixed-methods online questionnaire administered to 822 teachers from all school levels, the research investigates teachers’ understanding of giftedness, their self-assessed preparedness, and the educational strategies they employ in classrooms. Results show that over 70% of teachers have never received specific training on the subject and that more than half perceive themselves as poorly informed. Although most respondents have encountered gifted students in their classes, they report significant difficulties in maintaining motivation, managing peer relationships, and accessing institutional support. The findings highlight the urgent need for systematic teacher training and clearer educational policies to support gifted learners effectively. From a pedagogical standpoint, the study calls for a shift toward inclusive practices capable of recognizing and nurturing the diverse potentials of all students, emphasizing the teacher’s central role in creating educational environments that balance excellence, equity, and well-being.