The Gaze of Schools on Children with High Abilities/Giftedness: Teacher Training and Welcoming Practices

Juliana Naldi Gatti Trinca; Kelly Danelon

DOI: 10.22167/2675-6528-202603096

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

Summary

The study analyzed, through a qualitative bibliographic review, how teacher training and school welcoming practices are discussed in the literature in relation to the development of children with High Abilities/Giftedness (HA/G), subsidizing the elaboration of a Teacher Training Guide. The research was developed under a qualitative approach, of a descriptive-interpretive nature and applied orientation. The analysis of books, scientific articles, theses, dissertations, and official documents, located in databases such as Google Scholar, SciELO, ERIC, and BDTD, was used. The thematic content analysis allowed the identification of three main categories: gaps in teacher training, school welcoming and socio-emotional development, and contributions of Educational Neuroscience. The results indicated that teacher training, welcoming, and the offering of meaningful learning experiences constitute articulated and essential dimensions for the educational support of students with HA/G. As an educational product, a Teacher Training Guide was elaborated, whose purpose was to broaden the teachers’ repertoire and strengthen inclusive pedagogical practices. It was concluded that the product can support continuing education processes, although its application and effects still demand empirical investigation.

Keywords: School welcoming; High Abilities/Giftedness; Teacher training; Educational inclusion; Educational neuroscience.

1. Introduction

The theme of High Abilities/Giftedness (HA/G) has been gaining increasing visibility in the field of inclusive education. This recognition stems from the advancement of public policies and the valorization of the right to education that considers the singularities of each student. In Brazil, the increase in enrollments of students identified with HA/G indicates greater attention to this public. However, the literature and educational data still show persistent challenges related to identification, adequate pedagogical support, and the training of education professionals (BRASIL, 2018; INEP, 2025).

In this scenario, teacher training assumes a strategic role, as the recognition and development of students’ potential depend on the school’s ability to observe diverse learning manifestations and offer opportunities compatible with their needs. The understanding of giftedness, according to Renzulli’s Three-Ring Model (2004), transcends high academic or intellectual performance, articulating above-average abilities, creativity, and task involvement. This perspective sustains a multidimensional view of the phenomenon, shifting the focus from an approach centered solely on performance.

The absence of specific training for teachers can hinder both the identification of students with giftedness/special educational needs and the development of pedagogical proposals that are sufficiently challenging and flexible. Alencar (2014) and Falcão (2020) emphasize the importance of teacher preparation so that individual differences are not interpreted in a reductionist way. Instead of standardizing learning experiences, the school should broaden the possibilities for students’ participation, investigation, deepening, and expression of their potential.

The contributions of Educational Neuroscience enrich this discussion by establishing relationships between learning, experiences, and cognitive functioning. Costa (2023) highlights the connection between neuroplasticity, attention, memory, motivation, emotions, and executive functions, evidencing the relevance of these processes for learning. Kandel et al. (2023) and Marques, Amaral, and Pantano (2022) also present neuroscientific foundations related to learning, memory, and cognition. In the context of this study, such contributions do not aim to explain or diagnose giftedness, but to substantiate the importance of significant pedagogical experiences, adequate challenges, and strategies that favor attention, planning, flexibility, and self-regulation.

The National Common Curricular Base (BRASIL, 2018) reaffirms the commitment to the integral development of students and to an education that respects their differences and potentialities. However, the mere existence of normative guidelines does not guarantee their realization in daily school life. The analyzed literature points to the need for continuous training, accessible materials, and institutional spaces for reflection that support teachers in building inclusive practices. Thus, teacher training functions as a bridge between the principles of inclusive education and their implementation in pedagogical practices.

In this context, this study is justified by the need to systematize theoretical knowledge that can support welcoming and development practices for students with High Abilities/Giftedness. The articulation between Inclusive Education, Psychology, and Educational Neuroscience allows for the analysis of the phenomenon from different perspectives, without reducing it to an exclusively cognitive or neurobiological explanation. The literature review also makes it possible to identify recurring challenges in the literature and transform them into foundations for an educational product applicable to teacher training. Thus, the objective of this Course Conclusion Work was to analyze, through a qualitative literature review, how teacher training and school welcoming practices are discussed in the literature in relation to the development of children with High Abilities/Giftedness, supporting the elaboration of a Teacher Training Guide.

2. Material and Methods

The present study was developed under a qualitative approach, of a descriptive-interpretive nature and applied orientation. This methodological design was selected to analyze how scientific production addresses teacher training, school welcoming, and the specificities of High Abilities/Giftedness (AH/SD). The research also sought to use this understanding as a foundation for the elaboration of an educational product.

The choice of the qualitative approach was justified by its emphasis on the interpretation of meanings, concepts, and recurrences present in the analyzed texts, allowing for an in-depth understanding of the phenomenon. The applied nature of the study, in turn, stemmed from the intention to transform the findings of the review into formative guidelines that could be applied in the school context, according to the guidelines of Gil (2019).

The unit of analysis consisted of secondary bibliographic sources, without primary data collection or direct participation of subjects. The documentary corpus was composed of a diversity of materials, including books, scientific articles, theses, dissertations, and official documents. These materials were related to themes such as inclusive education, teacher training, AH/SD, school welcoming, neurodiversity, and Educational Neuroscience.

The use of different types of sources aimed to broaden the consistency of the analysis and allow the articulation between conceptual foundations, literature evidence, and normative documents. The searches were conducted in several academic databases, selected for their relevance to the object of study, namely: Google Scholar, Scientific Electronic Library Online (SciELO), Education Resources Information Center (ERIC), and Brazilian Digital Library of Theses and Dissertations (BDTD).

Google Scholar was used for an expanded search of productions. SciELO was used to locate scientific articles in academic journals, focusing on education, psychology, and educational neuroscience. ERIC was consulted for international scientific literature, especially productions linked to education and teacher training. BDTD, in turn, was used for Brazilian academic research, such as dissertations and theses.

For the searches, specific descriptors related to the research object were used. Among them, “High Abilities/Giftedness”, “teacher training”, “school welcoming”, “inclusive education”, and “neurodiversity” stand out. The descriptors were combined by Boolean operators, especially the AND operator, to refine the results and ensure the relevance of the productions.

The inclusion criteria were defined previously, considering the direct relationship of the publication with the problem and the objectives of the study. Productions pertinent to the field of High Abilities/Giftedness, teacher training, school reception, inclusive education, or Educational Neuroscience, which presented theoretical consistency and scientific relevance, were included.

For the contemporary scientific literature, publications from the ten years prior to the research period were prioritized, seeking to ensure the currency of the analyzed corpus. However, this temporal scope was not absolutely applied to references considered fundamental for the theoretical construction of the study.

Classic authors, such as Renzulli, Alencar, Silverman, Piske, and Vigotski, were included when their works presented indispensable conceptual contributions for the understanding of AH/SD, the socioemotional dimension, or the theoretical foundations adopted. Thus, the temporal criterion served as an updating strategy, without excluding essential references for conceptual support.

Publications that did not have a direct relationship with the object or objectives of the study, texts of a predominantly opinionated nature, materials without identifiable scientific foundation, and productions whose content did not contribute to the thematic categories investigated were excluded. Duplicate productions found in different search databases were also disregarded.

The selection of productions occurred in two stages: initially, by reading titles and abstracts, followed by reading the full texts of potentially relevant ones. After this screening, the productions that met the established criteria were incorporated into the analysis corpus and organized for subsequent thematic content analysis.

The data analysis technique employed was thematic content analysis, which allowed for the identification of main thematic categories. These categories were defined based on the recurrence and relevance of the identified content in the corpus, guiding the discussion and the construction of the Faculty Training Guide.

To broaden interpretive consistency, theoretical triangulation was used, as per Flick (2009), articulating contributions from Education, Psychology, and Educational Neuroscience. This triangulation sought to confront different theoretical perspectives in the interpretation of findings, serving as a basis for defining the guidelines of the educational product and establishing an explicit relationship between the review results and the formative axes of the Guide.

The elaboration of the Teacher Training Guide occurred from the thematic categories identified in the corpus. After interpreting the findings, the main challenges and needs highlighted by the literature regarding teacher training, school welcoming, and the cognitive and socio-emotional specificities of students with High Abilities/Giftedness were systematized. These elements were used as foundations for defining the Guide’s axes and contents.

From an ethical standpoint, the research did not involve direct or indirect participation of human beings, as it was conducted exclusively with bibliographic and documentary sources. There was no application of instruments, interviews, questionnaires, or collection of identifiable information from participants. Principles of academic integrity were observed, including the identification of consulted sources and the correct attribution of ideas to their respective authors. The research was considered to fall within the hypotheses of exemption provided for in Resolution No. 510/2016 of the National Health Council, given its bibliographic nature.

3. Results and Discussion

The results of the qualitative literature review were organized and discussed based on three main thematic categories that emerged from the analysis of the documentary corpus: gaps in teacher training for the attendance of High Abilities/Giftedness (AH/SD), school inclusion and socio-emotional development, and contributions from Educational Neuroscience. The interpretation of the materials revealed an intrinsic interconnection between these dimensions, allowing for a comprehensive understanding of the educational needs of students with AH/SD and, consequently, the elaboration of a Teacher Training Guide. The discussion sought to relate the concepts identified in the literature with the evidenced pedagogical needs and the guidelines proposed in the educational product, establishing a bridge between theory and practice.

The categories were analyzed in light of the theoretical framework that grounded the study. Renzulli’s Three-Ring Model (2004) was central to supporting the multidimensional understanding of giftedness/talents, while studies on teacher training, such as those by Alencar (2014) and Falcão (2020), supported the analysis of professional weaknesses. The socioemotional dimension was based on the contributions of Sword (2005), Silverman (2010), and Piske, Stoltz, and Camargo (2014). Finally, the studies by Costa (2023), Kandel et al. (2023), and Marques, Amaral, and Pantano (2022) supported the discussion on learning, executive functions, and significant pedagogical experiences. This integrated approach ensured that the results established a direct and coherent connection between the theoretical foundation, the analysis of findings, and the structure of the educational product.

Gaps in teacher training for the care of AH/SD

The first category of analysis revealed significant weaknesses in the initial and continuing education of teachers for the educational support of students with High Abilities/Giftedness. The consulted literature, including works by Alencar (2014) and Falcão (2020), emphasizes the crucial importance of teacher preparation so that educators can recognize individual differences and build truly inclusive pedagogical practices. It was observed that when teachers have a limited repertoire regarding HA/G, they tend to interpret students’ performance and behaviors based on more homogeneous references, which hinders the identification of potentialities that do not manifest exclusively in conventional school assessments.

This perspective aligns directly with Renzulli’s Three-Ring Model (2004), which defines giftedness as the interaction between above-average abilities, creativity, and task involvement. From this understanding, pedagogical identification cannot be restricted solely to grades or academic performance. The teacher needs to develop the capacity to observe a broader range of manifestations, such as specific interests, innovative ways of problem-solving, creative production, and levels of engagement in different learning contexts. This multidimensional approach is fundamental to prevent talents and potentialities from going unnoticed in the school environment.

The main pedagogical implication of these findings is the need to broaden the teacher’s repertoire so that they can recognize the diverse manifestations of giftedness/high abilities (AH/SD) and, consequently, plan learning situations that offer challenge, choice, deepening, and opportunities for expression. The analyzed studies converge on the idea that strengthening teacher training is an essential condition for the development of more responsive and effective inclusive practices. This conclusion directly supported the first axis of the Teacher Training Guide, which is dedicated to the conceptual and multidimensional understanding of Giftedness/High Abilities, seeking to overcome reductionist views and promote a more comprehensive look at the phenomenon.

The contribution of this category to the Faculty Training Guide was the inclusion of a specific axis focused on the conceptual and multidimensional understanding of AH/SD. This axis was structured to go beyond a vision centered exclusively on intelligence or academic performance, encouraging the observation of different manifestations of potential. The connection between the review results and the educational product was made by transforming the problem identified in the literature – the insufficiency of teaching repertoire – into a training proposal that aims to expand educators’ knowledge and capacity for pedagogical observation, providing tools and reflections for a more inclusive practice that is sensitive to students’ needs.

School welcoming and socioemotional development of students with ADHD/SD

The second thematic category highlighted the importance of school welcoming for the academic and socio-emotional development of students with High Abilities/Giftedness. The analysis revealed that the concept of welcoming transcends simple emotional support in times of difficulty, encompassing the construction of pedagogical relationships based on active listening, respect for singularities, a sense of belonging, and the offering of opportunities for meaningful participation. This understanding expands the concept of inclusion, bringing pedagogical practice closer to the concrete and complex needs of these students, who often present emotional intensity and heightened sensitivity.

Scholars such as Sword (2005) and Silverman (2010) address aspects related to the emotional development of individuals with high abilities, while Piske, Stoltz, and Camargo (2014) contribute to the understanding of the emotions and feelings of gifted children in the school environment. These references were crucial for interpreting the socio-emotional dimension as an integral part of the educational experience. It is important to emphasize that these contributions were not used to generalize emotional characteristics to all students with HA/SD, but rather to reinforce the need for practices that consider the uniqueness of each student and offer safe spaces for dialogue, listening, and building trusting relationships.

The analysis also evidenced the interdependence between teacher training and welcoming. A teacher who understands the diversity of AH/SD is better able to interpret complex behaviors without resorting to simplifying explanations and to adjust their pedagogical strategies appropriately. Thus, welcoming is integrated into the teaching-learning process itself, rather than being a parallel or complementary action. This fundamental relationship underpinned the second axis of the Teacher Training Guide, which offers guidance for creating pedagogically safe environments, establishing trusting relationships, and continuously attending to students’ socio-emotional dimensions, promoting integral development.

The contribution of this category to the Faculty Training Guide was the inclusion of guidelines that promote active listening, pedagogical bonding, valuing singularities, and building emotionally safe environments. These guidelines were developed from the analysis of studies, presented as possibilities for reflection and teaching action, avoiding the prescription of a single way of welcoming. The educational product, therefore, translates theoretical findings into situations for reflection that can be incorporated into continuing education and pedagogical planning, enabling teachers to deal with the emotional intensity and social needs of students with ADHD/SD more effectively and empathetically.

Contributions of Educational Neuroscience to the understanding of AH/SD

The third thematic category brought together contributions from Educational Neuroscience that are relevant to understanding the learning of students with different cognitive profiles. Costa (2023) highlights the relationship between neuroplasticity, higher nervous functions, and the learning process, demonstrating the brain’s capacity to reorganize itself based on experiences. Kandel et al. (2023) complement this perspective by presenting neuroscientific foundations on learning, memory, and cognition, which are essential for understanding how the brain processes and stores information. Marques, Amaral, and Pantano (2022) deepen the discussion on strategies related to executive functions, such as planning, self-regulation, cognitive flexibility, and working memory, which are crucial for academic performance and for life.

These studies, taken together, help to substantiate the importance of meaningful learning experiences and pedagogical proposals that require active cognitive participation from students. Educational neuroscience, in this context, offers subsidies to understand how the learning environment can optimize brain function and, consequently, the development of students’ potential. However, it is essential to interpret the contribution of these references with caution, as Educational Neuroscience, in isolation, does not allow for the determination of a specific methodology for students with AH/SD, nor does it support the idea that there is a “gifted brain” that requires a unique and exclusive pedagogical practice.

What the findings allow us to affirm is that cognitive processes such as attention, memory, motivation, flexibility, and self-regulation are intrinsic components of learning and can be significantly favored by pedagogical experiences that are challenging and meaningful (Costa, 2023; Kandel et al., 2023). This perspective enriches the discussion on pedagogical differentiation, suggesting that, instead of reducing support to additional activities or increasing the quantity of exercises, the teacher can propose open-ended problems, investigations, projects, choices, in-depth study, and situations that demand planning and complex problem-solving. Such strategies directly dialogue with the development of executive functions, as described by Marques, Amaral, and Pantano (2022), and approach the concept of task involvement, emphasized by Renzulli (2004).

The contribution of this category to the Faculty Training Guide was the inclusion of guidelines for planning challenging, flexible, and meaningful pedagogical experiences. The corresponding axis does not present Neuroscience as a justification for deterministic practices, but uses concepts such as executive functions and neuroplasticity to broaden reflection on how the learning environment can favor the cognitive processes involved in learning. The connection between theory and the educational product occurs through the translation of these concepts into planning questions and possibilities for pedagogical intervention, enabling teachers to create environments that stimulate the integral development of students with giftedness/special needs.

Articulation between categories and implications for the Faculty Training Guide

The articulation between the three thematic categories – gaps in teacher training, school welcoming, and contributions from Educational Neuroscience – shows that these dimensions are not independent, but rather interconnected and complementary. Teacher training offers the teacher the necessary repertoire to recognize the potential and understand the specific needs of students with High Abilities/Giftedness. School welcoming, in turn, creates the fundamental relational conditions for these students to feel safe, participate actively, and develop a sense of belonging. The foundations of Educational Neuroscience, in turn, contribute to the conception of learning experiences that effectively mobilize cognitive and socio-emotional processes.

The integration of these elements sustains an approach to addressing AH/SD that goes beyond mere student identification, holistically considering their developmental conditions in daily school life. The analyzed literature also points to the relevance of collaborative action among teachers, managers, and families as a crucial factor for the success of inclusion. Within the scope of the Teacher Training Guide, this dimension is incorporated as a work principle, reinforcing that the responsibility for the student’s integral development does not fall exclusively on the school but is shared by a support network. The analysis of the results indicates that inclusive practices are strengthened when different professionals and the family share information, observations, and strategies, respecting the attributions of each participant and promoting effective communication.

This understanding reinforces the need for institutionalized continuing education and collective discussion spaces, where educators can reflect on their practices and improve their approaches. Based on the analyzed categories and their articulation, the Teacher Training Guide was structured as a direct unfolding of the methodological path and the findings of the literature review. Its axes revisit the problems identified in the literature: the insufficiency of repertoire on AH/SD, the need for effective socio-emotional support, and the demand for challenging and flexible pedagogical practices. The educational product, therefore, does not aim to diagnose students or replace specialized assessments, but rather to support teachers and school teams in reflecting on and planning more inclusive practices suitable for the singularities of students with AH/SD.

In summary, the literature review demonstrated that teacher training is a central dimension for the development of inclusive pedagogical practices aimed at students with High Abilities/Giftedness. The multidimensional understanding of HA/G, which considers abilities, creativity, task involvement, and socio-emotional characteristics, broadens the possibilities for pedagogical identification and support. School welcoming, understood as an integral part of the educational process, and the contributions of Educational Neuroscience, which inform about the importance of significant experiences and strategies involving active cognitive participation, are crucial elements that articulate to substantiate the Teacher Training Guide, offering a valuable resource to enhance educators’ perspectives and practices.

4. Conclusion

This study analyzed, through a qualitative bibliographic review, how teacher training and school welcoming practices are addressed in the literature in relation to the development of children with High Abilities/Giftedness (HA/G), with the purpose of supporting the elaboration of a Teacher Training Guide. It was found that teacher training presents significant gaps, which limits the recognition of students’ potential beyond conventional academic performance. The literature emphasized the need for a multidimensional understanding of HA/G, which articulates above-average abilities, creativity, and task commitment, according to Renzulli’s Three Rings Model (2004). It was also observed that school welcoming transcends mere emotional support, configuring itself as the construction of pedagogical relationships based on active listening, respect for singularities, and the promotion of a sense of belonging, crucial elements for the socio-emotional development of these students. The contributions of Educational Neuroscience, in turn, showed that cognitive processes such as attention, memory, motivation, flexibility, and self-regulation are favored by challenging and meaningful pedagogical experiences, although it is emphasized that these foundations do not determine a single methodology for addressing HA/G. The main contribution of this work was the elaboration of a Teacher Training Guide, which systematizes these theoretical findings into practical guidelines to broaden educators’ repertoire and strengthen their inclusive pedagogical practices.

As a limitation, it should be noted that the present study was based exclusively on a literature review, without conducting an empirical evaluation of the application of the Teacher Training Guide or its effects on pedagogical practices or student development. It is recommended that future research investigate the use of this educational product in various school contexts, considering the perceptions of teachers, administrators, families, and students. Such investigations could analyze possibilities for improving the material and validate its effectiveness in promoting more sensitive and inclusive practices. Thus, this work represents an initial stage of theoretical systematization and formative proposition, which requires validation and development through new studies.

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