Gifted Students’ Learning Experiences in Mixed-Ability (Inclusive) Classes in Australian Primary Schools

Intellectually gifted students have the right to appropriately challenging learning experiences and the right to reach their potential. In Australia, most intellectually gifted students are in mixed-ability classes and teachers are expected to differentiate to meet the specific learning needs of students across the full range of abilities; yet little is known about their learning experiences from their perspective. The aim of this qualitative study was to examine the learning experiences of intellectually gifted students in mixed-ability classes in some Western Australian primary schools and to question whether the classrooms were inclusive in terms of meeting their specific learning needs. Twelve students were interviewed from different primary schools. The interview questions focused on their learning experiences and what they would like their teachers to know about these experiences. Three themes were identified from reflexive thematic analysis: wasted learning opportunities; challenge and support; and learning and working with others. Implications for policy, teacher standards and practice are presented as well as recommendations for future research.