Australian Association for the Education of the Gifted and Talented: From policy to practice: Implementing gifted education policies in Australian schools

In 2025, the AAEGT is promoting the theme ‘Policy to Practice’. The aim of this theme is to raise awareness and support for schools to take their gifted education policies and turn them into a living, breathing practice in our classrooms and schools.

Why do we need gifted education policy?

Gifted education is a critical yet often underdeveloped component of inclusive schooling. Research tells us that without significant adjustments to regular school curriculums, the wellbeing of gifted students and their intellectual development may suffer, and may lead to reduced opportunities to fulfill their academic potential1.

Who are gifted students?

Gifted students are not necessarily those who are performing well at school. They have advanced abilities and inherent characteristics, including asynchronous development, that can put them at social, emotional, and academic risk if they are not appropriately supported2,3.

What is gifted education policy?

While many schools adopt policies to acknowledge the needs of gifted learners, the transition from policy to practice presents significant challenges. Policies alone are insufficient if they are not supported by targeted programs, effective teaching strategies, and a whole-school approach to recognising and nurturing giftedness4,5. In Australia, the AAEGT provides a robust framework for developing gifted policies, however its implementation often remains inconsistent or incomplete6. To view the AAEGT Policy, visit https://www.aaegt.net.au/about.

Gifted education program case study – the I A.M. Program

In January 2025, Cornish College – a vibrant, progressive ELC 3 to Year 12 campus spread over 117 acres in Bangholme, Victoria, was a school that lacked an actionable gifted education program. Recognising this vital opportunity, school leadership, under the dynamic guidance of Rhiannon Lowrey (Director of High Potential & Gifted), spearheaded a bold initiative to turn policy into practice. The result is the I A.M. Program: an engaging, whole-school approach that weaves enrichment, differentiation, and student voice directly into everyday classrooms and specialist sessions. Through personalised pathways, creative challenges, and real-world connections, Rhiannon and her team have ignited a culture of curiosity and excellence – empowering gifted learners to explore their strengths, embrace their passions, and flourish both academically and personally.

Steps to Transition from Policy to Practice in Gifted Education: The journey from a gifted policy to a flourishing gifted program requires thoughtful planning, gradual implementation, and a commitment to addressing the diverse needs of gifted learners, some are detailed below. To read the complete list of steps Rhiannon took at Cornish, visit the website: https://www.aaegt.net. au/copy-of-from-policy-to-practice

Key areas of importance for teacher professional development: enhancing support for gifted and twice-exceptional learners.

1. Understanding asynchronous development: Teachers must develop a nuanced understanding of the asynchronous development of gifted students, whereby
their intellectual abilities may be significantly advanced while their emotional, social, or physical development may be age-appropriate or lagging4,5.

2. Supporting twice-exceptional learners: Twice-exceptional (2e) learners require a dual-focused approach that simultaneously supports their areas of giftedness and disabilities1,7. Teachers need training in identifying and supporting 2e students through personalised learning plans, differentiated instruction, and inclusive practices4,8. Understanding the balance between remediation and extension activities is critical, as is recognising the importance of a strength-based approach to boost their confidence and engagement4,8.

3. Changing the narrative: Gagné’s Opportunity: Teachers should be encouraged to view the challenges of gifted education as opportunities for growth and transformation rather than barriers5,7. Small, consistent changes in instructional practices may lead to significant outcomes2. Emphasising the importance of flexibility and adaptability in teaching methods allows educators to meet diverse needs and unlock the potential of all learners.

4. The power of small changes: Small, manageable changes in the classroom may have a transformative impact on gifted and 2e learners2,4. For example, incorporating choice boards, compacting the curriculum, or offering enrichment opportunities may greatly enhance engagement and motivation. Furthermore, teachers’ professional development should focus on practical, incremental strategies that may be seamlessly integrated into everyday teaching without overwhelming the educator.

5. Harnessing AI to reduce teacher cognitive load: Artificial intelligence (AI) offers immense potential for reducing teacher cognitive load, particularly in the preparation of materials for gifted learners1. AI tools may generate differentiated learning resources, create enrichment activities, and analyse student data to provide personalised feedback2. Platforms like ChatGPT may assist teachers in brainstorming creative challenges, summarising complex content, or crafting Socratic-style questions to stimulate higher-order thinking. By integrating AI into classroom practice, teachers may focus more on direct student engagement and less on administrative tasks3.

6. Professional collaboration and networking: Teachers should be encouraged to connect with peers, gifted education experts, and professional organisations such as the Australian Association for the Education of the Gifted and Talented9. Sharing strategies, resources, and success stories fosters a culture of collaboration and innovation that helps teachers to continually refine their practice4,5.

7. Social-emotional learning (SEL) integration: SEL is vital for both gifted and 2e learners, as they often face unique emotional challenges1,8. Professional development should explore ways to integrate SEL into everyday classroom practice, focusing on empathy- building, resilience, and stress management techniques2. SEL activities may help gifted learners navigate perfectionism and 2e learners manage frustration stemming from their dual exceptionality.

Gifted education case study: Capalaba State College

Capalaba State College, a P-12 school in the suburbs of Brisbane, has a unique program for students who are gifted with additional learning needs or complexities and are unable to flourish in a mainstream classroom. Such students include twice-exceptional students, students who have complex learning profiles, or students with anxiety.

The principal, Lachlan Thatcher, shared some of the challenges and successes of this unique program for our Gifted Awareness Week 2025 audience, in the hopes that more schools might explore similar programs.

Q. How are you catering to gifted learners at your school?
At Capalaba State College, we’ve embraced a flexible, strengths-based approach to meeting the needs of our gifted and twice-exceptional learners. Our flagship initiative is a blended learning model tailored to students with advanced abilities and additional needs. It features a carefully balanced mix of on-site and off-site learning, guided by a dedicated team of specialists.

The off-site component is particularly powerful for students who experience school-based anxiety or who thrive in self-directed environments. It enables them to pursue deep inquiry at their own pace. Meanwhile, the on-site sessions are purposefully designed for connection, peer collaboration, access to practical resources, or engagement in mentorship-based instruction.

We’ve found that this model supports academic excellence and honours each student’s holistic development. It’s scalable and adaptable – something we’d love to see more schools explore and tailor to their unique communities.

Q. What might you say to other schools considering incorporating a gifted education program?
I suggest a long lead-in window with a lot of listening. Building a gifted program isn’t just about identifying high achievers – it’s about co-constructing a learning culture that sees difference as potential.

If I were starting again, I would spend more time engaging with parents and mainstream staff upfront. Their insights, concerns, and hopes are invaluable in designing something that can grow roots in the broader school ecosystem.

“Gifted education doesn’t have to begin with a big budget or a new department – it starts with curiosity, conversation, and courage.”

Q. Do you have anything else you’d like to share in terms of how to take gifted policy into day-to-day practice in the classroom?
Policy only works when it’s written with, not just for, the people implementing it. In our experience, the most effective strategy has been involving a diverse group in the drafting process, especially in mainstream classrooms. Their practical insights help ensure the policy is realistic, responsive, and empowering rather than prescriptive.

It’s also essential to keep the policy alive post-launch. We aim to treat it as a working document that evolves with our understanding of learners, and is used to monitor development progress, and the wellbeing of our students and staff involved in the learning program.

References:

1. Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317. https://doi.org/10.1016/j.lindif.2009.10.012
2. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
3. Winebrenner, S., & Brulles, D. (2012). Teaching gifted kids in today’s classroom: Strategies and techniques every teacher can use (3rd ed.). Free Spirit Publishing.
4.Callahan, C. M., & Hertberg-Davis, H. L. (2012). Fundamentals of gifted education: Considering multiple perspectives. Routledge.
5.Vialle, W., & Rogers, K. (2009). Educating gifted students in the 21st century. Australasian Journal of Gifted Education, 18(1), 5–13.
6.Victorian Department of Education and Training. (2020). High ability toolkit for schools. Retrieved from https://www.education.vic.gov.au/school/teachers/ learningneeds/Pages/highability
7. Nikakis, S., & Lowrey, R. (2025). Too quirky, too quick, 2e: Twice-exceptional gifted students. Amba Press.
8.Gagné, F. (2008). Building gifts into talents: Overview of the DMGT. The Journal of Secondary Gifted Education, 20(2), 65–85. https://doi.org/10.4219/jsge-2008-869
9.Australian Association for the Education of the Gifted and Talented (AAEGT). (2023). Gifted education policy guidelines. Retrieved from https://www.aaegt.net.

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