Research on teaching of highly gifted students in Mainland China and Hong Kong

Gifted and talent development is an integral part of education worldwide, including the educational contexts in Asian-Pacific regions (Smith, 2021). Empirical findings on common challenges include perfectionism and underachievement caused by asynchronous development (He et al., 2022). This chapter examines how gifted and talented learners are supported in Mainland China and Hong Kong school systems in elementary and secondary levels, as well as tertiary support. We compare the programme delivery of these two societies with reference to the four criteria identified by VanTassel-Baska et al. (2021), namely grouping model, teacher assignment, needs of/benefits to advanced (highly gifted) students, and observed evidence of differentiation. We argue that with differentiation strategies in general classrooms and pull-out programmes with an emphasis on teachers’ roles, talented and highly gifted learners can meet their educational needs and achieve positive development when they successfully cope with high academic stress, enhancing holistic personal development, recognizing and nurturing creative-productive giftedness, and gaining familial support. Research and studies on differentiation and gifted programmes, perfectionism, and psychosocial development are examined. Furthermore, policy, educational, and practical implications are discussed.