Quality of Life in Gifted and Non-Gifted Students in Portugal: Evidence from the KIDSCREEN-27

This study examined the perceived quality of life of Portuguese gifted students compared with their non-gifted peers using the KIDSCREEN-27, a widely used instrument for assessing health-related quality of life in children and adolescents. Quality of life is the subjective perception of overall well-being resulting from the interaction of physical, psychological, social, and environmental factors. Previous research suggests that high intellectual ability does not necessarily ensure greater well-being and may coexist with social–emotional challenges, including perfectionism, anxiety, and difficulties in social integration. The sample consisted of 102 Portuguese students aged between 10 and 15 years old. They were in two groups (gifted and non-gifted), matched by gender. Gifted participants had previously been identified through psychoeducational assessment and were enrolled in the PEDAIS enrichment program promoted by the National Association for the Study and Intervention in Giftedness (ANEIS). Five quality-of-life dimensions were analyzed: physical well-being, psychological well-being, autonomy and parent relationships, peer social support, and school environment. MANOVA results indicated statistically significant differences between the groups, with gifted students reporting lower scores in physical well-being, autonomy and parent relationships, peer social support, and school environment. There were no significant differences in psychological well-being, indicating similar levels of perceived emotional well-being in both groups. These findings highlight the importance of considering the social and contextual dimensions of well-being in gifted education and reinforce the need for educational strategies that combine cognitive development with social–emotional support. However, the results should be interpreted with caution, as the gifted participants were recruited from a structured enrichment program, which may limit the generalizability of the findings to the broader population of gifted students.