Understanding and Meeting the Socio-Emotional Needs of Gifted and Creative Students: The Role of School-Based Social Workers

Gifted and creative students/pupils always exhibit some unique characteristics, both intellectually, emotionally, and socially different from their peers. These pupils might perform well academically, but they continue to face significant Socio-Emotional (SE) obstacles, like increased sensitivity, loneliness, and anxiety, that can prevent the overall progression of these pupils and academic achievement. Socio-emotional necessities, therefore, are critical to the holistic progression of gifted pupils and the realization of their true potential. School social workers are supposed to help such pupils through targeted SE interventions and to develop positive, inclusive school practices. This systematic review synthesizes existing knowledge about the SE necessities of gifted and creative pupils, as well as the critical contribution that the school social worker makes in meeting those necessities. A systematic review of literature was therefore conducted from the 26 studies on the specific SE hurdles faced by gifted pupils, the role of the school social worker, and interventions that may strengthen their SE well-being. In this sense, it is hoped that by laying out evidence-grounded strategies and identifying areas for further research, this review might contribute to the progression of supportive learning environments that would allow gifted and creative pupils to bloom.