Gifted students in rural schools often face academic and personal challenges not faced by their urban and suburban counterparts, a result of the unique educational and community environment of rural settings. New technologies and programs have had some success in mitigating the effect of the lack of academic resources and opportunities available to gifted ruralites, but challenges arising from the educational, socioeconomic, and cultural environments of rural communities remain. This paper examines several studies of the educational and affective development of gifted ruralites, with reference to the author's experience as a student and teacher in rural and remote educational settings. It describes, and examines the causes of, the academic and socio-emotional issues facing gifted ruralites. The paper aims to raise teachers' awareness of these issues and link educational theory with in-practice examples that will help rural teachers educate and counsel gifted students in their classrooms.



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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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