An investigation of the views of parents of gifted children on the influences of the labeling

The identification of gifted individuals and the use of the 'gifted' label for these individuals continues to be a controversial topic in educational literature, both pedagogically and socially. While research on the effects of this label on individuals has been conducted, studies focusing on parents' experiences and perceptions remain limited. This study aims to examine the perceptions of parents of 8-year-old gifted children regarding the labeling process and the impact of this label on their children's social and academic lives. The study was conducted using a phenomenological approach, a qualitative research design. It was carried out in 2025 with 9 parents (6 mothers, 3 fathers; age range: 30-43) whose children had officially been diagnosed as gifted. Data was collected through a semi-structured interview form titled "Parents' Views on the Labeling Effects of Gifted Children" and analyzed thematically. The findings of the study were structured around four main themes and 13 subthemes. First, under the theme of responses to the diagnosis, it was observed that parents had both positive (happiness, pride, excitement) and negative (anxiety, uncertainty, fear of inadequacy) emotional responses to the identification of their children as gifted. Under the theme of the impact of the diagnosis on parents' perceptions and attitudes, it was found that some parents took more conscious steps toward developing their child's potential, accepted the diagnosis, and normalized it; while others did not observe any change in their children and did not inform their child about the diagnosis. Third, under the theme of the effect of labeling on the social relationships of gifted children, most parents reported no significant changes in social relationships, while some stated that their children experienced an increase in self-confidence after the diagnosis. Lastly, under the theme of the effect of labeling on academic achievement, it was found that children showed tendencies such as fast learning, dislike for repetition, and development of academic control. Some parents stated that the diagnosis positively contributed to academic success in some cases, while in other cases, the effect was limited. Despite the limitations, such as the small number of participants and focusing only on one age group, the findings provide valuable insights for the development of strategies for talent management in early childhood. Based on the findings of this study, a holistic support model consisting of three stages is proposed for the families of gifted children.