In Hong Kong, support for gifted students is still at the embryonic stage. School based provision and enrichment programmes have been promoted as the main strategy to support academically gifted students. This study uses a case study approach to examine school-based policies and the perceptions of gifted students towards the regular classroom environment before and after they attend the main source of planned support, namely enrichment courses. It was found that the schools examined had not developed explicit policies and most pupils were dissatisfied with the regular classroom learning. More alarmingly, their level of dissatisfaction was exacerbated after attending enrichment courses outside schools.
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