Gifted/LD and Average/LD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked to share how they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. The situations included difficulty with testing even when the information is “known,” inability to organize oneself, slow reading rate, and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a MANOVA was used to compare coping strategies, and Chi Square to compare how they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using to cope with school difficulties. The gifted/LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were no differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs.
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