By Selcuk Acar, University of North Texas
Research Title: Great expectations: The parental pursuit of optimal gifted programming.
Researchers: Celeste D. C. Sodergren, Todd Kettler, & Jessica McKamie.
Parents of gifted children often notice their kids’ exceptional talents early on. Whether it’s a knack for math, an interest in reading above their grade level, or an artistic ability that stands out, these kids can feel bored or disconnected in a typical classroom setting. This can lead to frustration, and parents start looking for ways to meet their children’s needs outside of regular school programs. Many parents notice that some public schools just don’t provide enough of a challenge for their gifted children, and they may also struggle to get the support they need from schools. As a result, they start seeking out specialized programs that can offer a more stimulating and nurturing environment for their children’s abilities.
When it comes to options, parents often turn to a variety of specialized programs. University-based programs are a popular choice. These programs can range from summer camps to after-school classes that focus on specific subjects like STEM or the arts. They give gifted students an opportunity to learn at a higher level and engage with other like-minded kids, which can be a huge relief for parents who are worried their child isn’t being challenged enough in school. Parents also look into private schools or even homeschooling, though homeschooling can be tough since it requires a lot of time and effort from parents. Weekend programs or summer camps through universities or other organizations can also be a good option, but these programs can sometimes be hard to access because of cost or location. Some parents also turn to specialized centers or private tutors to meet their child’s needs.
University-based programs come with a lot of perks. For one, they offer more challenging coursework, which can help gifted students engage more deeply with subjects they’re passionate about. Being in a university environment gives these kids a glimpse into what higher education could be like, helping them get a head start on the skills they’ll need for college. Plus, these programs usually bring together students who have similar intellectual interests, allowing gifted kids to connect with peers they might not find in regular school settings. This can help them feel less isolated and more supported socially and emotionally.
However, these programs aren’t without their downsides. One of the biggest challenges is cost. University programs, especially summer camps or weekend enrichment classes, can be expensive, making them hard for some families to afford. Access can also be a problem—there just aren’t enough programs to go around, and some families might live too far away to take advantage of these opportunities. Even if a program is available, it might not always live up to expectations. Parents may hope for certain outcomes, like academic acceleration or social development, and if those expectations aren’t met, it can lead to disappointment.
Dr. Celeste Sodergen and colleagues (2025) have conducted a study on the parental expectations from such programs. The aim of this research is to understand what parents are hoping to achieve when they seek out specialized university programs for their gifted children. What do they expect from these programs? Are their needs being met, or are there gaps that need to be addressed? This research hopes to shed some light on what works, what doesn’t, and how these programs can better serve both the children and the parents who turn to them for help.
In this qualitative study, all of the parent participants were female, with an average age of 42. Data were collected through focus groups, with each session lasting approximately 60 minutes. The parents were asked to discuss their expectations for university-based programs for gifted students, and six key themes emerged from their responses.
Challenge was a key motivator, with parents emphasizing the need for programs that would provide their children with mental stimulation and deeper engagement. They wanted their kids to be challenged with complex material, opportunities for group work, and the chance to explore subjects in more depth. Many parents expressed frustration with previous programs that lacked these elements, seeking university programs specifically for advanced challenges.
Another major theme was the importance of supports in the programs. Parents wanted instructors trained to work with gifted students, as well as environments that supported emotional and social growth. They highlighted the importance of handling perfectionism, helping students process failure, and providing a respectful and inclusive atmosphere for children from diverse backgrounds. Emotional support was also crucial, as many parents mentioned the need for help with anxiety and managing the emotional side of being academically advanced.
Parents also focused on the development of academic success skills, such as metacognition, stress management, and collaboration. They were interested in programs that would help their children develop these skills early on, to better prepare for future academic challenges and to foster overall student flourishing. Additionally, some parents hoped these programs would help their children see themselves as university-bound and offer opportunities for career exploration and making lasting connections.
In terms of student interests, parents wanted their children to have a wide variety of options in the programs, allowing them to explore different career paths and discover new areas of interest. Many parents spoke about their children’s excitement in choosing from a range of courses and activities, highlighting the importance of allowing kids to explore what truly excites them.
The theme of quality also emerged, with parents placing importance on the university’s reputation, the resources available to students, and how the programs were developed and refined over time. They wanted transparency in how these programs were structured and continuously improved, as well as a learning environment that encouraged critical thinking and meaningful discussions led by trained staff.
Finally, accessibility was a major concern. Many parents mentioned logistical issues, such as the cost of programs, proximity to their homes, and scheduling conflicts with other family responsibilities. Cost was a significant barrier for some, while others expressed frustration with the lack of local programs or the high expenses associated with distant options. Despite these challenges, parents were willing to make considerable sacrifices to provide their children with these opportunities, though they hoped for more affordable and accessible programs in the future.
These findings highlight the range of factors parents consider when seeking out enrichment programs for their gifted children. Current programs and the new programming initiatives should consider the findings of this study for robust service options for the gifted children and their parents.
Reference
Sodergren, C. D. C., Kettler, T., & McKamie, J. (2025). Great expectations: The parental pursuit of optimal gifted programming. [In Press]. Roeper Review.
Gifted Education Family Network 