Examining Peer Bullying, Empathy, and Social Anxiety in Gifted and Typically Developing Students

This present study aims to examined differences in peer bullying, empathy, and social anxiety between gifted and typically developing students. A correlational survey design was employed within a quantitative research framework. The sample consisted of 161 children and 406 adolescent students (162 gifted, 405 typically developing) enrolled in Grades 4 - 7 in public schools in Turkey. The findings indicate that gifted students report significantly higher levels of peer bullying compared to their typically developing peers, while also demonstrating higher levels of empathy. No significant differences were observed between the groups in terms of social anxiety. These results suggest that, despite their elevated empathic capacities, gifted adolescents may experience increased vulnerability within peer interactions, highlighting the complex interplay between cognitive and socio-emotional characteristics in bullying dynamics. The present study contributes to the literature by providing a comparative and integrative perspective on the socio-emotional profiles of gifted students and their positioning within peer bullying processes.