Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School
This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (<i>n</i> = 12) revealed that teachers caused stress by (a) failing to provide a...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-02-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/2/235 |
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| author | Addison Helsper Lillian DeShon Laura E. Boylan James Galliher Lisa DaVia Rubenstein |
| author_facet | Addison Helsper Lillian DeShon Laura E. Boylan James Galliher Lisa DaVia Rubenstein |
| author_sort | Addison Helsper |
| collection | DOAJ |
| description | This qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (<i>n</i> = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors. |
| format | Article |
| id | doaj-art-047a52eba9794bb49ecc5b4658c9cf44 |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-047a52eba9794bb49ecc5b4658c9cf442025-08-20T03:11:20ZengMDPI AGBehavioral Sciences2076-328X2025-02-0115223510.3390/bs15020235Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High SchoolAddison Helsper0Lillian DeShon1Laura E. Boylan2James Galliher3Lisa DaVia Rubenstein4Department of Educational Psychology, Ball State University, Muncie, IN 47306, USADepartment of Educational Psychology, Ball State University, Muncie, IN 47306, USADepartment of Psychology, Virginia Commonwealth University, Richmond, VA 23284, USADepartment of Educational Psychology, Ball State University, Muncie, IN 47306, USADepartment of Educational Psychology, Ball State University, Muncie, IN 47306, USAThis qualitative study explores the interactions among gifted students’ vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (<i>n</i> = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students’ diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors.https://www.mdpi.com/2076-328X/15/2/235giftedstressorscoping mechanismsidentity developmentacademicssocial |
| spellingShingle | Addison Helsper Lillian DeShon Laura E. Boylan James Galliher Lisa DaVia Rubenstein Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School Behavioral Sciences gifted stressors coping mechanisms identity development academics social |
| title | Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School |
| title_full | Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School |
| title_fullStr | Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School |
| title_full_unstemmed | Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School |
| title_short | Under Pressure: Gifted Students’ Vulnerabilities, Stressors, and Coping Mechanisms Within a High Achieving High School |
| title_sort | under pressure gifted students vulnerabilities stressors and coping mechanisms within a high achieving high school |
| topic | gifted stressors coping mechanisms identity development academics social |
| url | https://www.mdpi.com/2076-328X/15/2/235 |
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