Abstract

In a country like Chile, in which provisions for gifted students are scarce and extracurricular, little is known about what happens with gifted students within their schools. This chapter presents a theoretical and research-based exploration on the experiences of gifted and twice-exceptional (2e) students in regular classrooms. With a focus on the interactions between peers and teachers, the construct of classroom climate and the complex interactions and relationships that emerge from this context will be examined. First, we present a context for the Chilean educational system. Second, we review the research on classroom climate and socio-emotional adjustment of gifted and twice-exceptional students. Third, we present two case studies conducted in Chile with gifted and 2e students that explored the complexities of students’ classroom climate experiences. The quality of these experiences is mediated by gifted students’ characteristics and by the focus set by teachers on their strengths or difficulties. They need an undisturbed and comprehensive environment to successfully progress through the curriculum. Practical recommendations are provided on how to support gifted students to face the complexities of the classroom climate.