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Journals / Journal of Gifted Education and Creativity / 2026 / Volume: 13 Issue: 1

Addressing the socioemotional needs of Filipino gifted learners: A systematic review

Tyrone Gil(University of the Philippines)
Pages
—
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate a critical need for educational practices to move beyond mere academic enrichment and incorporate holistic socioemotional support.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This systematic review examines the socioemotional challenges confronting gifted learners, with a specific focus on the unique experiences of Filipino gifted children.
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Key Findings & Data:While exhibiting advanced cognitive abilities, these learners frequently face issues such as asynchronous development, maladaptive perfectionism, and underachievement, which can lead to emotional distress, social isolation, and a significant discrepancy between their potential and actual academic performance.
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Conclusion & Impact:Findings indicate a critical need for educational practices to move beyond mere academic enrichment and incorporate holistic socioemotional support.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Gifted education · socioemotional development · perfectionism

Abstract

This systematic review examines the socioemotional challenges confronting gifted learners, with a specific focus on the unique experiences of Filipino gifted children. While exhibiting advanced cognitive abilities, these learners frequently face issues such as asynchronous development, maladaptive perfectionism, and underachievement, which can lead to emotional distress, social isolation, and a significant discrepancy between their potential and actual academic performance. The review highlights how cultural values in the Philippines—particularly the emphasis on academic success and family honor—can exacerbate these challenges, intensifying perfectionistic tendencies and contributing to the suppression of unique intellectual traits. Following PRISMA guidelines, peer-reviewed empirical and theoretical literature was systematically identified, screened, and synthesized to explore the manifestation of these issues within the Filipino context. Findings indicate a critical need for educational practices to move beyond mere academic enrichment and incorporate holistic socioemotional support. Key implications include the urgent need for differentiated and intellectually stimulating curricula, integrated socioemotional support frameworks, comprehensive teacher training, improved identification procedures, and robust school-family-community partnerships. This integrated approach is crucial for enabling gifted Filipino learners to overcome socioemotional barriers, realize their full potential, and contribute meaningfully to national development.

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Cite This Article

Gil, T. (2026). Addressing the socioemotional needs of Filipino gifted learners: A systematic review. Journal of Gifted Education and Creativity, Volume: 13 Issue: 1. https://doi.org/10.5281/zenodo.21034865

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