Article

Christiane Pereira Suzano; Mariana Domitila Padovani Martins

DOI: 10.22167/2675-6528-202602194

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the Revista E&S with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

Teacher training in the care of students with high abilities and giftedness was addressed, considering the contributions of Neuroscience to the understanding of learning processes. The study aimed to analyze the level of preparedness of teachers to recognize and meet the specific demands of this audience, both in the pedagogical and emotional aspects. A descriptive and exploratory research was conducted with 25 teachers from public and private schools in the city of São Paulo, through a structured questionnaire with objective and essay questions. The results indicated that, despite the professional experience of most participants, there were significant gaps in initial and continuing education, evidenced by the lack of technical and practical preparation. It was observed that few teachers participated in specific training in the area, which generated insecurity in teaching practice and inadequate interpretation of student behaviors. It was concluded that there is a need to expand teacher training, with an emphasis on Neuroscience knowledge, to promote more effective and inclusive pedagogical practices aligned with the potential of these students, and the importance of institutional support and the articulation of Specialized Educational Services.

Keywords: High abilities; School engagement; Inclusion; Neuroscience; Pedagogical practices.

1. Introduction

Currently, educators face the constant challenge of adapting their pedagogical practices to the growing diversity present in classrooms. The contemporary school environment encompasses a wide range of student profiles, including children with typical development, students with learning difficulties, students with disabilities or neurodevelopmental disorders, those dealing with emotional challenges, and notably, students with high abilities and giftedness.

This plurality demands that teachers have comprehensive training that is sensitive to individual differences, anchored in scientific knowledge about brain function and learning processes. Virgolim (2007) highlights that the population with high abilities and giftedness is heterogeneous, presenting distinct characteristics, skills, and motivations for learning. Careful attention and the organization of adapted curricula and activities are crucial to meet the needs of these learners.

The relevance of this group of students is confirmed by recent data. The 2023 School Census, released by the Ministry of Education (MEC) and the National Institute for Educational Studies and Research Anísio Teixeira (Inep), indicated that, of the total students enrolled in special education, 38,019 are students with high abilities and giftedness (AH/SD).

According to the Ministry of Education, a student is considered gifted when they demonstrate superior performance compared to their peers of the same age group and social context. Costa (2024) adds that these individuals exhibit above-average abilities in one or more areas, such as creativity, logical reasoning, artistic or psychomotor skills, and leadership. The National Policy of Special Education from the Perspective of Inclusive Education (Brazil, 2008) characterizes individuals with GI/SD as those who possess high potential, isolated or combined, in areas such as intellectual, academic, leadership, psychomotor, and arts, in addition to high creativity and engagement with learning.

For Joseph Renzulli (2006), giftedness transcends mere high intellectual ability, being the result of the interaction of three fundamental traits: above-average ability, creativity, and task commitment. These elements, together, allow the manifestation of gifted behaviors, a concept known as Renzulli’s Three-Ring Theory.

In this scenario, Neuroscience applied to education emerges as a valuable field of knowledge. It offers subsidies for understanding the cognitive, emotional, and social processes that permeate learning, assisting teachers in identifying characteristics of students with high abilities, such as speed in information processing, creativity, emotional sensitivity, and the constant search for intellectual challenges. This perspective allows for in-depth reflection on the behavioral and emotional manifestations of these students, promoting more empathetic and effective pedagogical practices (Cosenza; Guerra, 2011).

However, despite scientific advances and greater availability of information, many teachers still do not feel adequately prepared to recognize and meet the specific needs of students with high abilities and giftedness. Initial and continuing education often dedicates little space to this topic, addressing the cognitive and emotional development of these students superficially. Lack of knowledge about the specific needs of this audience can lead to the adoption of inadequate methodologies, resulting in demotivation and underutilization of their potential.

Given this gap in teacher training and the need to understand the level of preparedness of teachers to work with students with high abilities and giftedness, both in pedagogical and emotional aspects, this research is justified by the urgency to promote more effective and inclusive educational practices. Thus, the study aimed to analyze the level of teacher preparedness to recognize and meet the specific demands of this audience; investigate how teachers promote the engagement of these students; identify the pedagogical strategies used in the classroom to enhance their cognitive and emotional capacities; and understand teachers’ perceptions of their own training, as well as the challenges faced in daily school life, verifying whether the applied methodologies effectively contribute to the full development of these students.

2. Material and Methods

The study was conducted with 25 teachers working in public and private schools in the city of São Paulo. The sample was selected for convenience, with the research instrument disseminated via professional social networks and educator groups. The inclusion criteria for participants were active teaching in Basic Education.

The research had a descriptive and exploratory nature, with a qualitative and quantitative approach, developed in a single stage. Field survey (survey) was adopted as the methodological procedure, suitable for collecting data on perceptions, pedagogical practices, and knowledge levels of teachers who work with students with high abilities or giftedness. According to Gil (2002), the survey method is based on obtaining information through direct contact with the subjects. The choice was justified by the need to map the perceptions and gaps in teacher training, enabling the descriptive analysis of characteristics and opinions of a specific group (Mineiro, 2021).

The data collection instrument was a questionnaire composed of 24 questions, 20 of which were multiple-choice and four were essay-style, administered through the Google Forms platform. Faculty participation was voluntary and anonymous, ensuring the protection of respondents’ identities.

3. Results and Discussion

The research involved the participation of 25 teachers, of whom 84% worked in the private education network, 4% in the public network, and 12% in both networks. The sample included educators from Early Childhood Education (32%), Elementary School I (44%), and Elementary School II (24%), reflecting a diversity in basic education stages. It was found that 64% of the participants had previously worked with students identified with high abilities and giftedness. Regarding professional experience, 84% of the teachers had more than 10 years of experience in the educational field, characterizing a group with a consolidated teaching career.

Despite the group’s experience, the data revealed significant gaps in teacher training for attending students with high abilities or giftedness. In initial training, 96% of respondents stated they had not received theoretical or practical guidance on the subject. Consequently, only 20% of teachers felt prepared to work with these students, indicating a direct relationship between the lack of training and insecurity in practice. This discrepancy between teaching experience and the absence of specific training in HA/G suggests a phenomenon of institutional invisibility. Virgolim (2007) points out that inadequate training perpetuates the idea that these students are self-sufficient, which contributes to teacher insecurity and an exclusive focus on academic performance, neglecting the integral development of these students.

Lack of knowledge compromises pedagogical practice. Vieira (2022) highlights that teachers have doubts about how to identify and assist these students. Pereira (2006) emphasizes the importance of an individualized work plan, which considers interests, aptitudes, and needs, as a strategic tool for teaching work.

Regarding continuing education, only 36% of participants reported having participated in specific training in the area of high abilities or giftedness, and 56% declared having little knowledge about the topic. This limited adherence to continuing education is reflected in pedagogical practice, resulting in methodologies that do not fully explore the potential of these students, as many teachers do not receive adequate preparation for their identification and educational support (Alencar and Fleith, 2001). The results reinforce the need for a closer look at teacher training, both initial and continuing. Virgolim (2007) emphasizes that lack of information, resulting from inadequate training, is one of the main obstacles in teaching practice. Educational institutions should promote training and study sessions to broaden teachers’ knowledge.

When asked about the offering of training or studies on high abilities or giftedness by educational institutions, 64% of teachers stated that no actions are ever taken in this regard, while 24% reported that this occurs rarely. Only 8% indicated that such training happens occasionally and 4% frequently. These data highlight a low offering of institutional training, which contributes to teacher insecurity and limits pedagogical practices. Rech and Negrini (2019) emphasize that the educational demands for students with high abilities/giftedness are directly linked to the teacher’s initial training, which must provide theoretical and practical resources for inclusive planning.

Among professionals who have already worked with gifted or highly gifted students, 40% reported using differentiated strategies in the classroom to ensure interest and engagement. The most cited practices included the development of activities with cognitive challenges, the deepening of productions, and the creation of situations that stimulate the most developed skills. However, 32% of teachers do not use differentiated pedagogical strategies, and only 44% believe that their practices favor the engagement and full development of these students.

The research revealed that 72% of teachers have never participated in the development or monitoring of an Specialized Educational Support (AEE) plan for students with AH/SD, and 12% indicated that their institutions do not offer this support. This low participation in the development of the AEE plan suggests that inclusion is still seen as an isolated responsibility of special education, rather than a collaborative effort. The absence of an individualized plan makes teaching work reactive and overloaded. Although teachers recognize the importance of differentiated strategies, many report insecurity regarding the effectiveness of their pedagogical practices, highlighting gaps in training and the need for greater institutional support (Graf et al., 2025).

Educators pointed out several difficulties in working with this audience, including insufficient professional preparation, lack of adequate and continuous training, rigid curriculum, high number of students per class, adaptation of the Individualized Educational Plan (IEP), lack of knowledge about specific strategies, socialization difficulties, conflictual relationship between cognitive maturity and socio-emotional demands, and attitudes perceived as self-sufficient by students. For 68% of participants, the lack of specific training constitutes the main obstacle to the implementation of differentiated pedagogical practices. Furthermore, 92% consider specific training in neuroscience applied to education necessary to qualify the service.

Regarding the Neuroscience concepts considered most relevant for working with students with high abilities and giftedness, 36% cited executive functions (planning, self-regulation, and cognitive flexibility), 12% cited brain plasticity, 8% cited attention and motivation to learn, and 36% cited emotion and cognition. Only 8% reported not knowing specific Neuroscience concepts. With regard to the use of Neuroscience principles, only 32% of teachers stated they apply them in their pedagogical practices, while 12% reported using them rarely and 12% never. This highlights the need for greater integration of this knowledge into teacher training.

The characteristics associated with these students, highlighted by teachers, include elevated cognitive reasoning, restlessness, anxiety, disinterest in traditional content, speed and ease in carrying out activities, constant curiosity, good memory, advanced vocabulary for the age group, perfectionism, and socialization difficulties. The majority of teachers (80%) reported frequently perceiving emotional and behavioral difficulties in these students, such as anxiety, frustration, and boredom. This perception reinforces the importance of pedagogical practices that consider the integration between cognition and emotion. The high rate of boredom and frustration can be interpreted by brain function, where the lack of adequate pedagogical challenge leads to a decline in engagement and motivation. Renzulli (2006) suggests that engagement is not just a student’s choice, but a biological response to stimuli that activate pre-frontal areas responsible for focus and task persistence. Teacher qualification is essential to work with the diversity of students and their educational needs, ensuring adequate conditions for meaningful and effective learning. Studies in educational neuroscience indicate that factors such as motivation, emotion, attention, and cognitive challenges directly influence learning processes and student engagement, reinforcing the importance of pedagogical practices aligned with brain function (Cosenza; Guerra, 2011).

The results of this study indicated that, despite the teachers’ professional experience, there is a disconnect between years of service and technical preparedness to deal with gifted and talented students. Critical gaps were evidenced in initial and continuing education, generating insecurity in the identification and adequate management of these students. The absence of specific knowledge compromises the development of appropriate pedagogical practices, impacting student engagement and development. Understanding the atypical brain functioning, differentiated plasticity, and emotional asynchronousness of these students is fundamental so that educators do not interpret boredom and rapid processing as disinterest. Thus, the study suggests the need for investment in teacher training, with an emphasis on giftedness and neuroscience applied to education, and reinforces the importance of institutional support to promote continuing education and the implementation of inclusive pedagogical strategies, combating the institutional invisibility that still affects these students.

4. Conclusion

The present study aimed to analyze the level of preparedness of teachers to recognize and meet the specific demands of students with high abilities and giftedness, considering both pedagogical and emotional aspects, in light of contributions from Neuroscience. It was found that, despite the consolidated professional experience of most participating teachers, there were significant gaps in initial and continuing education, which generated a generalized feeling of insecurity in pedagogical practice. It was observed that the absence of specific knowledge compromised the elaboration of differentiated strategies, directly impacting the engagement and full development of these students. The research also revealed that the low offering of institutional training on the subject contributes to the limitation of practices and to the inadequate interpretation of student behaviors, such as boredom and speed of processing, which are often confused with disinterest, without proper understanding of atypical brain functioning and emotional asynchronousness.

In light of these findings, the study highlights the pressing need for investment in teacher training, with an emphasis on content related to high abilities and Neuroscience applied to education. This qualification is fundamental to support more effective, inclusive pedagogical practices aligned with the potential of these students, promoting a learning environment that values their cognitive and emotional capacities. The main contribution lies in explicating the urgency of robust institutional support, which promotes continuous training and the implementation of inclusive pedagogical strategies, articulating Specialized Educational Support as a collaborative effort. Thus, the institutional invisibility that still affects these students is combated, guaranteeing the right to learn at the level and pace of their capabilities.

Article originating from a Final Course Work on Neuroscience and Learning in Education

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